Differentiated Instruction @ Work: Chapter 2 Reflection: The chapter makes three asse...

Reflection #2

 I am of the same opinion as statement #1 Age and grade level are not indicative of a child's learning ability. As teachers we know just because they are placed in a certain grade level, doesn’t at all mean they are performing ON grade level. I too agree with statement #2 High quality curriculum and instruction are vital. I believe both are equally important.  Learning takes place when the knowledge taught is clear, organized, highly active, and relevant.

#3 Even when knowledge is presented as stated above in #2, students all make meaning of what is taught differently and at different times. Classrooms today, are comprised of DIVERSE students. Opportunities no matter how big or small have to be given to each and every student… only then will we be able to recognize their true potential. As teachers we also have to be equipped to utilize multi-sensory approaches for each our learners.

-Blanca Gonzalez

Differentiated Instruction @ Work: Chapter 2 Reflection: The chapter makes three asse...

Reflection #2

 I am of the same opinion as statement #1 Age and grade level are not indicative of a child's learning ability. As teachers we know just because they are placed in a certain grade level, doesn’t at all mean they are performing ON grade level. I too agree with statement #2 High quality curriculum and instruction are vital. I believe both are equally important.  Learning takes place when the knowledge taught is clear, organized, highly active, and relevant.

#3 Even when knowledge is presented as stated above in #2, students all make meaning of what is taught differently and at different times. Classrooms today, are comprised of DIVERSE students. Opportunities no matter how big or small have to be given to each and every student… only then will we be able to recognize their true potential. As teachers we also have to be equipped to utilize multi-sensory approaches for each our learners.

-Blanca Gonzalez

Differentiated Instruction @ Work: Essential Question: How do you effectively reach E...

Differentiated Instruction @ Work: Essential Question: How do you effectively reach E...: Essential Question: How do you effectively reach EVERY student in a heterogeneous environment?

Today's classroom is comprised of countless students, all with very diverse learning styles. The teaching methods have undergone extreme change reflective of the makeup of the typical classroom. Teachers need to encounter and engage their students, with a certain ample opportunity to excel and thrive within their learning environment.

A teacher can no longer just teach the curriculum. They must attempt to reach every student utilizing a variety of methods and strategies. Not all students are learn equally the same, some thrive through kinesthetic learning, tactile, rote, and multi-sensory approaches. So we must infuse all the above approaches and methods when teaching students.

The classroom should be a place that is comfortable, and where all students feel confident. This will allow all students to potentially be able to appreciate the classroom dynamic, and adapt their learning styles to fit in with the curriculum, and like that every student will learn and be reached.

*Blanca Gonzalez

Differentiated Instruction @ Work: Essential Question: How do you effectively reach E...

Differentiated Instruction @ Work: Essential Question: How do you effectively reach E...: Essential Question: How do you effectively reach EVERY student in a heterogeneous environment?

Today's classroom is comprised of countless students, all with very diverse learning styles. The teaching methods have undergone extreme change reflective of the makeup of the typical classroom. Teachers need to encounter and engage their students, with a certain ample opportunity to excel and thrive within their learning environment.

A teacher can no longer just teach the curriculum. They must attempt to reach every student utilizing a variety of methods and strategies. Not all students are learn equally the same, some thrive through kinesthetic learning, tactile, rote, and multi-sensory approaches. So we must infuse all the above approaches and methods when teaching students.

The classroom should be a place that is comfortable, and where all students feel confident. This will allow all students to potentially be able to appreciate the classroom dynamic, and adapt their learning styles to fit in with the curriculum, and like that every student will learn and be reached.

*Blanca Gonzalez

Reading...Set...Go!: Session 7

Reading...Set...Go!: Session 7: "Check out this SlideShare Presentation: Session 7View more presentations from carmenconcepcion."

Reading...Set...Go!: Session 6View more presentations from carmenconcep...

Session 5 :Read Write and Think: Blast off Vocabulary! Vocabulary Instruction using a virtual moon trip!

Grades : K-2

Lesson Plan Type : Standard

Estimated Time: Eight 30-60 minute sessions

Overview: This virtual trip to the moon uses several methods to help children learn new words in a fun and exciting way. Children make word lists and then use the words in discussions, spot them in a story that’s read aloud, and define them in a moon dictionary. These activities help children develop their vocabulary skills while also showing off what they know.

Session 6 : Article Response to Florida Literacy and Reading Excellence Professional Paper Vocabulary 10/23/10

What is Vocabulary?

 This article describes Vocabulary to be a set of words in which all ages are set to be familiar with in a language.  Vocabulary usually grows and evolves with age, and serves as a useful and fundamental tool for communication and acquiring knowledge.  

 

Why is Vocabulary Important?

 Vocabulary is the essential and primary indicator for reading comprehension and reading success. Reading success means understanding words and what they convey. 

Research Review:

 Research states that vocabulary instruction is arduous because there are three levels of word knowledge. Researchers also state the memorizing or looking up word meanings won't lead to word knowledge.

Instructional Practices That Support Vocabulary:

Wide Reading translates to more reading, which is the most effective way in producing vocabulary growth, which then will lead to comprehension.

Activate Background Knowledge:

 Prior Knowledge is to be a key component and factor in achieving deep vocabulary knowledge, and comprehension. Graphic organizers is a another step in activating student's background knowledge.

Active Progress Vocabulary:

 Choosing words students want to read and then can relate to, will then lead them to encounter new words. Allow multiple opportunites in using new words, such as: speaking, listening, reading and writing. As well as, through analogies and incorporating VAKT.

Vocabulary Instructional Tools:

 Instructional tools used in acquiring and aiding vocabulary are:  word sort, (categorize words on associations) concept word map/web ( a graphic organizer) and semantic feature analysis (a graph  and tallies can be used).

Structural Analysis and Morphology

 Another way to aid in vocabulary/comprehension is by paying attention to pronunciation, parts of speech, and affixes. Pointing out the meanings in word parts will hint and imply knowledge when confronting a new word.

Summary:

 In a nutshell. Incorporating all graphic aids only increase the chances of student's understanding,  and retaining word knowledge.  Students who read in abundance  have an advantage in word knowledge, meaning and usage, over those that don't read  enough.