Nt1310 Unit 1 Assignment

When Rodriguez was a child his mother always told him to not write in the books so that the books could be sold at the end of the school year. He would go to school and come to the realization that reading was the central activity of the class. There would be signs all over the wall encouraging students to read. As Rodriguez would listen to the constant lectures of reading will help you learn, he got lost in all the words as he began to read. Rodriguez did not understand words, sentences, paragraphs or even pages at a time. He would have to look the meaning of the words up to fully comprehend the meaning of the book.

(REQUIRED) 1a) Identify one instructional strategy or student activity from the outline of plans that could be challenging for the student, considering the description of the student’s learning disability.

Explain how you elicited and built on student responses to promote thinking and apply the essential literacy strategy using related skills to comprehend OR compose text.

1)To help this student learn how to speak and listen in the English language this student needs

2. Describe how your students did with the activities that you had planned? Were the activities at the appropriate ability level for these students – even if the activities were on target there will likely be differences in performance so answer this question by talking very specifically (by describing student’s performance) about how they did with the activity. (5points)

Evaluate the effectiveness of approaches to teaching and learning strategies in your subject area in meeting the needs of learners. Your response should include an examination of how these could be improved or enhanced and how college management could be involved in making such improvements / enhancements?

He often has trouble in math, specifically in areas of mathematical problem solving, understanding of data, number concepts, graphical applications and arithmetic computation. So to help him develop his math skills further, I’ve been trying help him with his math homework as much as possible. In the future, I would like to link his interest in science and building things with his math homework to show him that he can see the interdependence between the fields of math and science. Carlos’s writing skills is also appropriate for his grade level, but I want to transfer his excellence in speaking to his writing by encouraging him to read different books genres and styles and talking to him about the book. I’m hoping that by helping him organize his thoughts in a more structured way and encouraging him to write more whether on social media or on assignments, he will become an excellent

PART A = Identify the educational needs of the class/training group. Use these educational needs as the basis (headings) for outlining classroom practice, including strategies, in order to accommodate the diverse learning needs of the entire class/training group. Strategies are to be of a detailed, practical and realistic nature.

Describe and justify why your instructional strategies and planned supports are appropriate for the whole class, individuals, and/or groups of students with specific learning needs.

For the following task I have devised to task sheets that are coherent to the current English senior syllabus program. I achieved this through carefully following the guidelines, set by QCAA.

Performance Activity 21: Planning a second mini lesson impacts student learning by how I will teach students how to write a persuasive, opinion-based paragraph. As the preclinical student, I will use the students’ IEP goals, objectives, and use the accommodation list to help me differentiate instruction centered around students’ needs. If I do not consider the students’ needs, the lesson will not be meaningful, nor impactful, because the lesson will not benefit students, if it not in accordance to students’ needs. Ms. Boerema told me the students will need guided support throughout the lesson and I will use graphic organizers and use an example template to use for students to have visual aids, and can refer back to the class example. By providing

For this lesson Guillermo needs to have the teacher adapt a few things for him in order for him to fully comprehend the information. I would first pair Guillermo up with a bilingual child for support in his group. I would also use clear language, writing, and hand gestures to assist him. Instruction would be repeated several times in order for him to feel comfortable and confident with moving on. There would be a lot of teacher modeling to insure that not only Guillermo but the entire class understood what was being asked of them. I would provide Guillermo with an easy vocabulary word list that he could have to help in his writings. I would also provide extra assistants, praise and time to Guillermo in order to boost his self confidence in

I will add a strategy to the lesson to promote learning. I will add questioning to the group work and the Power Point activities to promote higher level thinking skills. This will allow students to think about their answer and explain why they think it is correct. They will also be able to ask one another and the teacher questions to clarify information.

Literacy instruction is intended to offer students the skills and strategies that are necessary to embark in the education process. Each student has a different path towards comprehension of literacy, also about the different types of texts and the focuses within those texts. To have effective literacy instruction, the student should be able to decode, comprehend, and discuss the text. They should be able to be skillful enough to work with the text in a variety of formats, including reading aloud and silently, being read to with comprehending and focusing, using the print to access web sources and all understand all genres of text. Have proficient skills in literacy also addressees all other areas including; comprehension, fluency, vocabulary, and writing (Cohen, 2001). This case study will introduce a student struggling with literacy comprehension and theories to support the student’s case. Also included is an understanding for this issue and examples to help the student succeed.

3a. Explain the extent of which your students were able to use the struggle to use language (selected function, vocabulary and additional identified language demand from task 1) to develop content understanding.