Assignment Instructional Practices for Emergent Literacy essay

A copy of the story Let’s go to the Moon for the teacher and each student Index cards (8 per student) Markers, crayons, pencils Technology (Youths ? video of space ship launching) Assisting Technology – pad with audio recording/digital story and headphones for students needed additional support to read the story. Chart paper and markers for “Reciprocal teaching” strategy Grouping structures (one-on-one, small group, whole class): Whole class structure With additional small group support for Ells, special needs, or struggling readers.

Lesson Sequence Learns Eng Activities Assessment Opportunities Introduction/Anticipatory SetPreview the Topic: Astronauts Using the Reciprocal Teaching Strategy (Retell & Cotter, 2016 p. 398-399). Reciprocal teaching strategy Step #1 Prediction Students will predict from the title and pictures what the text is possible about Teacher records predictions on chart paper The discussion will serve as an informal assessment of students’ prior knowledge on the subject of Astronauts and the new reading strategies being intros cued. Non-cognitive measure will be observed and noted during the use of the Reciprocal Teaching Strategy Instructional Knowledge and Skills Reciprocal teaching strategy Step #2Question generation Students read the introduction section of the text and generate purposeful questions. Teacher records questions. Reciprocal teaching strategy Step #3 Summarizing Teacher guided summary of the introduction section of the informational text. Summary starts with ‘This section was about.

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. ” Students generate ideas while the teacher writes a summary. Reciprocal teaching strategy Step #4 Clarifying Students and teacher discuss reasons a text may be difficult such as 1 Vocabulary 2. Text organization 3.

Unfamiliar content Prior to reading the text, I will review difficult words that the students may not now that will appear in the text: crater, footprints, gravity, lunar, rocket, and rover. The groups will then read the selection. Afterward, vocabulary words will be reviewed, and the students will read the text aloud. The student read aloud will serve as a formative assessment on fluency and word recognition. Informal assessment Of vocabulary will happens during and after the students read the text aloud.Synthesis/Closure Graphic Organizer – Spider Concept Map To finalize and share information, the students will fill in the Spider Concept Map noting the main ideas and supporting details (Retell & Cotter, 201 5 p. 07).

The students’ comprehension of the text will be assessed as we generate information for the graphic organizer. Extension/Enrichment/Transfer of Generalization of Knowledge: Students will ask and answer questions about the main idea and supporting details followed by writing about their favorite part of the text using the spider concept map (Retell & Cotter, 2015) for guidance.Sentence starters available for those students needing extra support for a writing activity. Lesson Summary Instructional Plan 1.

Read aloud the Essential Question posted on the white board. What do astronauts do? Then tell children to think about this question as they read the text Let’s go to the Moon 2. Discuss with students what they expect the text Let’s go to the Moon to be about. Ask students to think about how the Essential Question relates to what they noticed about the story from the cover and what they already know about astronauts from past readings. 3.Guide children to think about the genre and their preview of the selection. Motivate: Show Video of rocket launching http://womb. Binge.

Com/videos/ search? Q=Youths+Rocket+Launch&Form=VQFRVP#view=detail&mid=E35BF CFA2063C1127EDOE35BFCFA2063C1127EDO . GENRE Informational Text: Preview the title and text cover with the students, and model identifying the characteristics of informational text. Then have children explain the differences between informational text and stories.

5. Think Aloud (Teacher Model) Review Genre: ” Informational texts give facts about a topic. ” 6.Review with students that good readers set a purpose for reading, based on the cover and title preview, what they know about the genre, and what they wanton learn from the story. 7. Remind students to look for words that tell facts and photos of the real world. Model setting a reading purpose 8. First Read of the text – Teacher Read Aloud (Shared Reading) 9.

Second Read – Teacher guided – Close Read Use text features to guide close read 10. Point out specific text features and explain to students that using the text features will help them better understand and remember information. 1 . Have children set their purpose for reading. Ask several volunteers to share their purpose for reading. Then have students read the text. 12. Students will read the book Let’s Go to the Moon by Stephen R Sunburn.

Each student has eight index cards to draw or write about each section of the book. After every two pages, the students quickly draw or write to summarize what they read in the first few pages. We will continue this process seven more times for subsequent pages of the text until we finish reading the book. 10.After reading the book Let’s go to the Moon, students will show comprehension of the text by rearranging the index cards after they are shuffled.

1 1 . With teachers guidance, the students will fill in the Spider Concept Map noting the main ideas and supporting details to finalize and share information. (Retell & cotter, 2015 p. 507). 12. Students will answer and ask questions about the main idea and supporting details followed by writing about their favorite part of the text using the spider concept map (Retell & Cotter, 201 5) for guidance. Part II: Reflection taught this lesson to eleven six and seven-year-old students.

These summer school students have finished kindergarten and will begin first grade in the fall. This group of students has been identified at the emergent literacy level. Due of the nature and focus of the lesson felt I would get more accurate data by teaching this lesson to a group of students instead of only working tit Leo. Leo is the emergent literacy learner focused on in previous weeks. Leo was a member of the group of students I worked with for this lesson. Although focused my data and observation mainly on Leo, I did, however, reflect on the whole group of students.My objective for this lesson was for students to build reading comprehension skills by identifying the main idea and supporting details from the reading selection. My data shows that students gained knowledge about astronauts from the book.

The information tells me the students did comprehend the text. I chose to use a shared reading activity. Shared reading is significant for emergent literacy learners because we share texts that may be too challenging for them yet, the texts are at a high-interest levels for these students.Shared reading for the development of emergent learners is vital because at this level the students word recognition skills are weaker enabling them to read a text independently (Laureate Education, error).

Many times, when students read informational text teachers, find that the text are too hard, or the students lack interest. In this case, motivation is Vital for students to gain knowledge and skills from English Language Arts (ELLA) instruction in the expository text (Retell, & Cotter, 2016). The strengths through this lesson were the variety of methods and techniques to present the material to the students.I tried to use as many outlets to teach the material as possible. I used visual aids, shared reading, oral reading, and made a student connection to the topic using a video of a rocket launch.

Another strength through this lesson was the text selection. The text I selected was appropriate for the emergent literacy learner and motivated the students to read. I choose a book that was high interest for the dents, holding students engaged and involved in the reading lesson An area can work on is presentation. The pace Of the lesson was a little slow.The Reciprocal Teaching Strategy was too much for my students.

I feel the first two steps: perdition and question generating was useful in building background knowledge and motivation to read. The next two stages were too lengthy, and the students lost focus. To pull the students back into the lesson, I did not finish the final steps of the Reciprocal Teaching Strategy. I did, however, discuss summarizing the introduction and clarifying as an oral exercise not written. This strategy would be more efficient if the lesson were two reading periods instead on only one.

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