Cornerstone Task

Before a lesson “teachers should identify and clarify unknown words… They should be pronounced, defined, and made visible so students have the knowledge base to derive meaning from what they are attempting to decode and comprehend” (Fite, 2002). Fite (2002) states the importance for students to define new terms in their own words in connection with examples they thought of which connects the two in order to construct meaning from print.

Most students also have access to the Internet at home and the media center is open before or after school for those who need extra time or assistance. Academically, there is quite a range of diversity among learners. There are three students in the classroom that are identified as exceptional leaners in need of extra reading support. Two are identified regarding written expression. Five are identified as having attention deficit disorder. To make the lesson comparable for all I made sure to use a variety of tools from print sources, to digital tools and I allowed for small group and whole group instruction. Students were encouraged to communicate via print methods on day one, but not required to sign their names. This took away a level of intimidation that may have prevented students from sharing. This makes the content of the lesson equitable for each

In the United States today, 38% of children in the fourth grade have been recognized as reading way below the level of their peers. Many of these children are identified with a learning disability and receive remedial instruction in the resource rooms. (Aaron, P. G., Joshi, R., Gooden, R., & Rentum, K. E.)

Students will demonstrate their knowledge on vocabularies by identifying the new words listed in the text and researching and explaining at least three of them in their own words

If time, ask students to come up with their own sentences using some of these vocabulary words.

Reading, writing, and speaking is difficult for many people. In honest opinion, these subjects are hard for me. So, imagine the struggles for those students that have a learning disability and those who are learning English. Luckily, I attended a session at the LDA conference that promoted tips and strategies to help students with these subjects. Moreover, how to help both ELL students and students with learning disabilities access these curriculums. Session W32 by Linda Tilton showed me how to help students get organized and become active learners. Not only that, but how to give high interest review strategies to reinforce vocabulary, reading, and writing. As Linda stated, “These are the nuts and bolts to take back and use!” For example, she

Meloy, L., Deville, C., & Frisbie, D. (2002). The effect of a read aloud accommodation on test scores of students with and without a learning disability in reading. Remedial and Special Education, 23(4),

teach me based off a book and not things they already knew or went through in school. Making

What is it like? What are some examples? This will help the student to create a more personal connection with the words in the text and more than likely they will recall the vocabulary learn in future references. Another idea is by creating a word wall with all of the vocabulary learn. You will add a photograph to the word so they can visualize the word, the definition, and a translation of the word if pessary for the students who might need

HI Joel. I chose to respond to your post because I thought it would be fun to think about a few more classroom ready vocabulary strategies that steered clear of the vocabulary notebook that would be shoved in a desk and forgotten. Here’s one that came to me after reading your post. It would be really great to make vocabulary chart, when beginning a unit, and then go baack and fill it in sort of klike you would a KWL chart. For example, if the class were starting a unit on energy, light and sound. If the whole class did a semantic map (p.65), and then went back and filled it in after the whole science unit then I bet the map would grow exponentially. That by itself could serve as an assessment right? It

Describe how you plan to support the children (during and/or prior to the learning experience) to develop and use the key vocabulary identified in prompt 4a.

I found a great literacy lesson on the Read Write Think website called, “Blast Off! Virtual Trip to the Moon.” This lesson is designed to teach new vocabulary to kindergarten through second grade students. The subject matter of the lesson could actually be about outer space, or any subject matter could be used. The “Virtual Trip to the Moon” can be a metaphor that compares the learning process to the space travel process.

The journal article provides relevant information and suggestion that can help the teacher in providing interventions that are a big help in students with LD. When assisting the teacher in implementing the intervention, fully understanding and applying the intervention is important; since one of the duties of an educational assistant is carry out interventions, and language as instructed by the teacher (Alberta Teachers’ Association, n.d.). Hence, this kind of information can help the teacher and I create modified IEP, if not curriculum, for a specific student with LD having a reading difficulty.

Language: I will practice using all the vocabulary words I learned about Forces and Newton’s Laws of Motion, as I plan, build, create, and test a balloon car.

Education is a great way to expand our minds. From a young age education is very important, as demonstrated in the story “on the study of Physics of Preschool Classrooms: Pedagogy and Lesson Planning” writing by, Matthew Schultz he shows how interesting and integrating it would be to teach preschoolers physics. I found this to be a very unique idea and concept of teaching young people. As stated by Schultz, “Keep in mind that preschool-aged children think that their teachers are simply an aspect of the classroom, existing only for that role, rising and setting just for them”(Schultz). With teaching preschooler’s physics, it will expand their minds and teach them to understand relativity as a general concept