By tapping into students' "funds of knowledge," I aim to send a strong message to my future students that I value the cultural and linguistic abilities they bring to the classroom instead of viewing them as deficits. As mentioned in the learner section, I suggest doing community literacy research and exploring students' personal and family histories as the starting point for getting to know our students and showing that we care about them.
Culturally and linguistically diverse students come to the classroom with their "means of knowledge," and on this basis, we as teachers can determine their interests and make our instruction relevant to students' lives. The second artifact that I choose to demonstrate my understanding of the importance of recognizing students' identities and recognizing their multidimensional learning contexts is the Assessment Analysis Project.
Learning
In the next section on learning contexts, the emphasis would change to explain what I can do as a teacher to energize my students by providing them with a steady and deliberate journey of language learning based on my knowledge of students. Based on our knowledge of student identity and language education, we create a supportive learning environment for our students.
Instructing
As mentioned in the teaching philosophy section, it is very important to value students' prior knowledge and tailor our education to their needs. Trying to summarize the story gave students the opportunity to explore another culture, which added flavor to the story and piqued students' interest.
Planning
Regardless, we can create our own individual lesson plans for teachers to meet students' goals based on the National Learning Standard. I also plan to choose different strategies for the stage at different stages to meet the needs of different students.
Content
By explicitly asking questions about the students' own family traditions, beliefs, and histories, I purposefully made connections between their own experiences and the message the author conveyed in the interview video and in the text. And what are the influences of these assessments on our instructional decision and the educational trajectory of our students.
Assessing
A verbal reformulation of the goals by the teacher either provides information about the students' needs or makes sense to the students. Most of the time, D uses the right words in the right places, but he relies on a rather limited word storage.
Opportunities to Leverage Student’s Rich Conceptual, Cultural, and Linguistic Resources
Opportunities to Assess Students’ Progress
Limitations
Although the teacher used the computer slides as a tool to display the three elements of summarizing and word spelling, she did not use the technology to manipulate texts. The intention of this lesson was to build the new knowledge of summary on their previous work, one student was not prepared to rewrite his summary because he was reluctant to write the same summary twice. The response of this student gave the teacher a real insight into the choice of tasks (Hammond, J & Gibbons, P., 2005).
The small group discussion took place in a third-grade English Language and Arts class at an urban public school. The five students in this small group ranged in WIDA English proficiency levels from Level 2 to Level 4 and shared the same first language: Spanish. The focus of this discussion was to relate the key details of an African folk tale 'Mufaro's beautiful daughter'.
The teacher presented three elements of writing a strong summary as guidelines to help students determine the most important details: 1) state what is important;.
Moment-to-moment Interactions Analysis Building on Students’ Responses
Through interaction, the teacher revised the same questions some with more challenging prompts to help students synthesize knowledge of key story details and summarizing skills with the SWBTS structure. For example, in line 29, the teacher asked why the bad sister went to the forest, and the students gave an explanation. Although one student gave the correct answer, the teacher continued to paraphrase the question and prompted other students to think about the wording in a way that fits the SWBST structure of a summary.
Based on the teacher's incremental cued elicitation, another student gave the expected response (Zwiers, J., & Crawford, M., 2011). When asked to reflect on whether his writing contains all the most important details of the story, Student 1 responded that he only said "part of it" and failed to provide a good summary. And then student 2 automatically provided peer support to student 1 by paraphrasing the teacher's ideas in their own words and providing corrective feedback.
And furthermore, when the teacher first introduced the idea that the character's words are not important things, Student 3 stated that she should write a new summary indicating that she was examining her own writing and considering whether it met the requirement to write a Summary.
Instructional Reflection and Improvements Attend and Response to Students’ Contribution
From the transcript we can see that interrupting the student was a recurring problem and that the teacher used phrases such as “wait a minute.” However, these verbal cues can interrupt the lesson and cause further disruptions that would undermine students' trust in the teacher. For this reason, the teacher could prevent students from interrupting in the future by creating conversation habits in the classroom and providing clear directions before the activities (Zwiers, J., & Crawford, M., 2011).
In this case, the teacher should make the procedures for participating in a small group discussion clear to the students before the discussion starts. For example, when the teacher is in the middle of speaking, students should listen and hold their questions until the teacher finishes speaking. To ensure that all students participate and engage in classroom conversation, the teacher should explicitly teach effective conversational skills and establish common conversational norms (Zwiers, J., & Crawford, M., 2011).
To address this problem, the teacher must model good academic conversation behaviors such as active listening skills and turn-taking.
Learning Goal and Immediate Approach
To enhance students' understanding of learning concepts and elicit their different perspectives, I activated their cultural background and prior knowledge by choosing reading material that might be relevant to their lives and asking open-ended questions that asked them to connect with their prior knowledge. experience. Although updating and adapting the resources and materials used in teaching are still indispensable for improving student learning, effective teaching does not depend only on teaching practices. Although I planned to make the lesson-level objectives accessible to my students, I was unable to use student-friendly language and reduce cognitive load due to limited knowledge of students' prior knowledge and level of English proficiency.
To better clarify and revise my students' goals in my future classes, below are the immediate steps I can take in response to these three problems: 1) exploring students' cultural, linguistic, and educational histories, so that I can gain a comprehensive understanding of student history. foreknowledge;. As mentioned in my microanalysis, I stopped talking to the students to continue with what I initially planned to teach because some students did not get “correct understanding” and took the conversation in a different direction. However, when students get stuck on a question, none of the following practices are productive for students' language and content learning: speaking for them, giving them answers, or closing the conversation.
Encourage student responses about learning concepts during the discussion session, especially when these learning concepts are challenging. for them, I list some strategies that I can use in the future: 1) when students give incorrect answers, giving immediate correction or assessment can be conducive to quickly move on to another topic.
Ongoing Question
Course Big Idea: Explanatory writing
- think about the questions listed on the worksheet, and reread the story if necessary
- discuss each question for two or three minutes on the work sheet. If you and your
What strategies would students use to write their essays after grasping the content. Most of their answers showed their understanding of the organizational structure of an expository text (introduction, body and conclusion). By the end of these activities, students demonstrate their familiarity with the routine of writing an informative essay and are able to do so.
At the end of the semester we have a big writing test, what will you do if you are. You need to figure out what the topic of the essay is and how the essay introduces a topic. 1. Ask students to recall their memory from the last lesson on the overview of informative/explanatory writing (5 minutes) Question:.
Talk about different ways of. intro/outline and meaning i. students recall their memory of. they wrote the introduction and the ending. create a graphic organizer or mind map to determine their purpose for reading. When we read the story of the quilt, we should think about what we know about the author Patricia Polacco's culture, beliefs/values, and life experience and prepare to answer some questions about the story tomorrow. They can use their native language, but they cannot use the word translation itself.
Culture
Belief/Value
Life experience
At the end, they create their own questions to check their understanding of the text in pairs. Sixth, during worksheet discussion and pre-writing discussion, the teacher provides conditional auxiliaries and encourages students to construct meaning through interaction with others. When students play the taboo game, they use a lexicon from English and their first language as they can negotiate the meaning of a word using synonyms, antonyms, gestures, collocations, and parts of speech (Celce-Murcia, 1995).
Based on the mutual teaching and SQP2RS ("Squeepers") (SIOP, 2013), the whole lesson includes five parts: building background, comprehensible input, questions, clarification and summary. First, students are introduced to the story by watching a video made by the author about the quilt. Fourth, in this part, students must clarify what information in the text could serve as evidence to explain the author's culture, beliefs/values and life experience.
For example, when students are asked to answer the question whether quilting is important to the author, and his/her answer is no, subsequent questions will ask him/her to think about whether there is something in their family that has a long history has.
