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Victor BarrientosParticipant
On this word problem I start for reading out loud, by modeling the problem. Then I ask the students to read the problem using close reading and questions they may have about the problem. As I read out loud I will as some specific questions about the problems to see what prior knowledge they have about the new vocabulary to be learning on this word problem.I will ask them to underline the words they do not know the meaning. one I explain the most important vocabulary used on the underlined words for the understanding of this problem, then I make them read again until they have clear understanding about what we looking for in the solution of this problem.I will start for telling them that Ratios are an alternative way of expressing fractions. I also explain to them that since Robin’s wishes was divide the money in the ratios 3:2, I will explain that the person mention first was his son , meaning that he represent the number 3 and his daughter represent the number 2. Since we dealing with fraction we need to find out a common denominator , that on this specific case will be the sum of 3 + 2 and then we need to divide both number by the sum of 3+2 =5, in order to know how much money each of them will have.
Now that every vocabulary words was discussed and questions and vocabulary was discussed, now we proceed to solve the problem.3/5(1,245)= $ 747 belong to his son and 2/5(1,245)= $ 498. I will let then know by inquiry that the amount of money that his son will have is $ 747 because he was mention first on the problem and his daughter will get $498 because was mention as a second person. Several question will be ask to the students and I will encourage them to create their own similar problems.
Victor BarrientosParticipantAfter I watched the video about close reading comprehension it came to my mind that Vocabulary instruction is one of the area that has received considerable attention. As a teacher I know that successful readers must carefully learn the meanings of the words they read and that reading builds strong vocabularies. Based on the reading of Eberhardt and Schleppegrell my newfound awareness that I have gained around the role of syntax (as well as vocabulary) in reading comprehension are as follows:That the sentence-level skills are very important in comprehension of reading text ,because sentence skills allow readers to acquire vocabulary knowledge by understand-ing the meaning of words in the context of sentences. In addition, the comprehension of extended text is often a matter of understanding the meaning of each sentence in a text. This is a very good statement that help me to understand the process of what do we need to know to help students in the text comprehension, especially emergency students that most of the time they have problems reading in their native language.
After reading about the effective strategies of syntax and vocabulary I would like to try the following in my classroom
First: “Exploring Language and Meaning in Complex Texts” Mary Schleppegrell explores how educators and students can strategically focus on text meaning via careful analysis of the language of text. She discusses language from the perspective of systemic functional linguistics, a theory that explains how language form is used to express meaning and, reciprocally, how language meaning is derived from language form and context. The instructional strategies described in Schleppegrell’s article include identifying agency by asking who or what is doing this action, focusing on the meaning of conjunctions by asking what is the relationship between the ideas in this sentence, and identifying chains of reference by tracking how ideas and characters are introduced and developed in a text. This one of the strategies that I would like takeaway with me and implement in my classroom every day for the well being of my students.The second strategy that I really want to implement in my classroom to support students comprehension In light of the CCSS requirement that students read increasingly complex text as they advance through grade levels, Schleppegrell relates instructional strategies for elementary and secondary instruction because now a day with all requirement of the CCSS students should be learning and prepare for college and career reading.
My third strategy that I also want to implement in my classroom is one that . Eberhardt state that by providing syntax and grammar instruction and focuses on the benefits of literacy instruction that emphasizes how the arrangement of words conveys meaning is one way that students Comprehension can increase drastically.
Finally:Explicit instruction that includes teacher modeling, teacher feedback and class participation can help increase students’ ability to write well-formed, elaborated sentences and increase the foundations for the development of Syntax and Grammar .
August 27, 2021 at 6:43 pm in reply to: Reflecting on vocabulary instruction in model lesson and chapter #2243Victor BarrientosParticipantBy reflecting on vocabulary instruction in model lesson and chapter I can say that I have a lot similarity in teaching vocabulary in the math content area subject that I teach. I choose the vocabulary words that all students in class is suppose to be learning about that topic or lesson of the day. I use to go in deep about the use of the new words and how they can use in different contexts and across content subjects, especially science that is one of the subject that has very similar words and different meaning.
In math content one of my priority are teaching vocabulary instruction because now a day students are required to justify answer and many others question requiring students to write properly about posted question on the regents examination test.
As a high school teacher I have the impression that teaching vocabulary instruction positively impact reading comprehension, by improving reading skills.I use at the beginning of school year to make a word wall , and for every unit to teach I will post all vocabulary words the students need to be familiar during the lesson.My strategies in teaching vocabulary instruction is modeling the skills and understanding required to develop a rich vocabulary knowledge by Saying the word carefully, Writing the word, Showing students how to recognize new words, Reinforce their remember new words,Have them use their new words and finally using Graphics organizers.
I totally agree with the text by saying that It’s hard for students to read and understand a text if they don’t know what the words mean. A solid vocabulary boosts reading comprehension for students of all ages. The more words students know, the better they understand the text. That’s why effective vocabulary teaching is so important, especially for students who learn and think differently.As a teacher keeping this on mind is very important to help the student succeed in the content subject. we need to make sure the new words learning are meaningful and relevant to their lives for better understanding.
Students need multiple exposures to a word before they can fully understand it and finally I will end my reflection by saying thatTeachers can emphasize active processing by having students connect new meanings to words they already know. The more exposures students have to a word, the better chance that they will remember it.
Victor BarrientosParticipantI believe in order to be able to adapt my units to make room for developing phonological and/or morphological awareness and vocabulary to build and activate background knowledge, First I think that I need to understand that there are many students including the emergency English learner as well as students with disability that they have many problems in reading comprehension . I will need to start for adjusting the curriculum that we follows in our school.Phonological and Morphological awareness are very important in learning to read, because many children who have learning disabilities (LDs) have difficulty in reading. By building and activating background knowledge I will use vocabulary in the classroom where the students will be able to know the roots, prefix, suffix of the words to be learning on that specific topic of the day.
By making room to develop phonological and morphological awareness in my unit I will start by making that the students knows that in English, although we have 26 letters in our alphabet, and that we have 44 phonemes (sounds) because some letters have more than one sound. For example, the letter ‘a’ represents one sound or phoneme in the word bat and a different phoneme in the word baby; similarly, the letter ‘c’ represents one sound in the word cup and a different sound in the word city. Additionally, some letters form a completely new sound when they are put together, such as ‘th’ in the word the or ‘ch’ in the word chat.Even though those are simple examples . I think this strategy will help students in building background knowledge about phoneme and how the combination of the letters form the sound.
Understanding that Phonological awareness includes the ability to identify and manipulate sounds in oral language, from parts of words to syllables and phrases. Phonological awareness thus refers to a wide range of skills, as a teacher of high school I will try to help my students ( ELLs, MLls) an understanding that all students needs to develop language in writing speaking to succeed in this society. Teachers need to create many strategies that help student to develop skills in language development and reading comprehension, by focusing just on the smallest units of sound in human speech.As a high school teacher we are required to teach advance reading skills to our students , because they soon will be in college, but teacher preparation skills need to be in place too, because the success of the students in most part depend on teacher ability an preparation therefore all teachers should have knowledge about that Phonological awareness is thought to be related to children’s success in learning to read because it indicates an awareness of the internal structure of words. and that the Morphological awareness, which has been found to be related to reading achievement for older students, may offer a more comprehensive measure of linguistic sensitivity because it entails not only phonological awareness, but also other aspects of linguistic knowledge.
By creating a work bank and having students underline unfamiliar words vocabulary and reading out loud will be one of the strategies that I always be using in class this way the students learn better the sound of the word as well as the writing part of the unfamiliar words.Victor BarrientosParticipantI agree with you when you says Walking me through the background history of the development of the Common Core Standards (CCS) and the very notion that these standards were created with no input from the professionals who would use them in schools is mind boggling.
I believe the teacher knows better their students than anybody and it is not fair that other people take control or dictate how the students learn batter or what they need to be successful in life.Victor BarrientosParticipantBy listen the mini-lecture about the background history of the development of the Common Core Standards (CCS) and knowing that these standards were created with no input from the professionals who would use them in schools and using political ideas to create is really at some point made me feel so disappointed about the systems. Most of the information you were saying I agree with them . The CCSS has not really prepared teachers how to implement the CCSS inside the classroom , most of the teachers has not been trained in the implementation of the CCSS. I am teaching 10th grade high school students and most of the time we have too much pressure from admin requiring us that students should be reading at a specific level ,without thinking that most of our students are emergent language learners.While viewing the video,I recognize the all teachers would be responsible for teaching reading and writing skills to all students ,by creating appropriate Learning Targets that still meets CCS. In my teaching practice with regard to emergent bilingual (and all) students, I will use instructional practice that support knowledge, by teaching student to develop skills to generate their own questions about topic by writing them.This strategy will help me to get insight into my students by activating their prior knowledge.
When reading the article for this session, the section of the text that was most relevant to me . Was Instructional Practices that Support Knowledge Activation and Knowledge Building Content-Area Learning. The most important way to ensure that students are building knowledge for future reading and disciplinary study is to engage them in rich and substantial content-area learning filled with
opportunities for reading, writing, and discussion. I truly believe on this statement by the research page 14.
Also on page 16 another session of the article was :Knowledge enhancement through the selection of texts. Texts have the potential to be significant resources for knowledge development; however, much depends on the texts we select.
It is in part in the selection of texts where choices about knowledge-enhancement are made. In an ideal world, students would always be reading meaningful texts and all of these texts would be connected to themes, experiences, or other texts. Text selection is crucial for student increase the level of understanding if the themes are connected.Victor BarrientosParticipantHello every one, My name is Victor Barrientos. I am 10th. grade high school math teacher. with ICT classroom in Bronx New York. It is my 8 years teaching at this school. I really enjoy teaching this population of ELLs. Young adults. because they are from different background and cultural . The majority of the population of students are Spanish, Bengali, African country and Arabic. Our School is for English Language Learner, students who primary language are not English they are ELLs or MLLs. There is a grade challenge for me when I need to teach some concept to student that they are not speaking my language like English or Spanish and I need to find some way to help them to understand the concept like everybody else in the classroom.
I decided to take this course for CTLE credits to maintain my certification and also learn more strategies working with ELLs since my students are very diverse. I’m really hoping to learn positive strategies to help young ELLs improve their English development by understanding their own cultural backgrounds.
I hope this course help me to improve my teaching style and all student in my class will be able to learn the necessary skill to improve the learning in the new language and be able to pass the NYSESLAT with high grade. -
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