Daily 5 meet with teacher poster framed

Knowing Our Students as Learners

daily 5 meet with teacher poster framed

This research brings broader understanding of strategies for teaching English and learning expectations used by teachers of classes K-5 at one school in . Drawings and diagrams, both in poster form and on the chalkboard were recorded. .. Choral Reading is likely to be used once or perhaps twice in the daily routine. Fundamental 5: framing the lesson New Classroom, Spanish Classroom, .. Fundamental 5, Daily Five, Middle School Ela, Instructional Coaching, . Talk Posters, Listen And Speak, Cooperative Learning, Classroom Organization, Classroom . strategy be used in teacher meetings? parent meetings or the parent board?. Section 5. The principles of inclusion encourage creating classroom environments where all students can be The teacher can then begin to examine ways to meet the learning needs within the unit or lesson . overheads, photocopies, blackboards, or posters. The lesson frame helps students . Daily schedules.

Also really easy to grab and organize as students hand things in! I love the idea of having our bathroom passes on hand sanitizer. I made the labels on paper and mod podged them on to the bottles so they will not tear off. In the supply bin I have 10 pencils for the group. We will count them and check each Friday. Each group that keeps their ten pencils throughout the week will receive a small reward. We will be filling up the supply bins in the first week of school as the supplies come in.

My all new reading nook is another new favorite spot in my room! One is devoted to reading and has Daily 5 rotations on it. We will add to this as we dive into each aspect of the Daily 5. I love the way it turned out and think framing them adds something special!

I made a birthday display on the back of the door. This is an easy way to keep track of lunch count and also makes dismissal easy when there is a substitute! I will also use these tags when they are writing down homework…which is the spot under the organization labels.

Their picture will be displayed under this sign. Our daily schedule is displayed on the far right and is from Funky in Fourth.

Chapter 1. Knowing Our Students as Learners

The table in front displays our read aloud book on a small plate holder and also holds our class bank and the schedule cards. I will keep my own interactive notebooks on this table as I make them so students can check in with mine if they are absent or just as a reference.

That brings us all the way around the room and back to the door! I have two last things that I do not have hung up yet…but I really love them, so I still wanted to share, even if they are sitting on the floor! These will hang right next to the command center. Outside of my classroom I have three bulletin boards. Students will take their pictures holding adjectives that they will choose about themselves on this board.

We will take first day pictures in front of this board from Simply Kinder. Under that is where we will display pictures each month on our class timeline. I just used electric tape to create the timeline. Things get a little chaotic, so I hope this will help! These three research questions can be addressed together. Six more instructional strategies describe how teachers taught phonics, spelling, comprehension, and vocabulary development. Pictorial Illustration Pictorial illustration is the use of blackboard drawings, diagrams, sketches, match-stick figures, photographs, maps, and textbook illustrations.

These are used for presenting words and structures that stand for concrete ideas. In Class I, illustrations in the reader are used for the words cake, snake, gate, face, table, chair, and crayon. While some of the illustrations look very similar to what might appear in other parts of the world, such as a toy train or yo-yo, many were uniquely related to life in India. Drawings of the breakfast foods aloo parantha, idlis, boiled eggs, and cheese sandwiches are labeled in English, matching the name that is most often used to describe the food item.

A photograph of street vendor selling peanuts is used with the writing prompt in the follow up activity. The researchers observed teachers using paper figures and match stick figures to represent the activities of jumping and leaving.

In Class V, the stories in the reader related primarily to the topics of environmental studies and science, but a few folktales were included.

English Language Teaching Strategies Used by Primary Teachers in One New Delhi, India School

A science lesson, Plants Can Be Fun, shows a series of illustrations depicting the rooting of a sweet potato in a jar—first showing the new roots growing and then showing stems and purple-veined leaves growing.

Several fifth-level teachers were observed engaging children in discussion of climbing Mt Everest. Children studied the photographic images of Indians that had met the challenge of climbing Mt. Verbal Illustration Teachers at each level used Verbal Illustration.

An example of this was a lesson to a group of class V children presented by a guest teacher from a local newspaper. To help the children to understand the concept of advertising and the influence of advertising, she framed the concept in a context that she believed the children would understand. She spoke of the several beautiful traffic islands and roundabouts, landscaped gardens, manicured fountains, and tree-lined boulevards.

best Back to School images on Pinterest in | Primary school, School and Teaching

She continued by talking about their influence and how they could influence their friends, their relatives, especially grandparents, because grandparents love them so much. Association Association was used for presenting vocabulary items. Teachers used Association for synonyms, antonyms, and simple definitions.

daily 5 meet with teacher poster framed

For example, the following words were presented through Association: However, it appeared that the teaching strategy went beyond helping children to make memory connections and actually was an approach to developing deeper understanding by giving examples and non-examples.

Children were not left to trial and error in developing the new concept.

How to Combine a Mandated Reading Series with Daily 5

Teachers, in a well-crafted manner, would name the concept and several synonyms for it and then sometimes present a definition. This led to an accurate communication of the concept and eliminates the possibility of confusion. Questioning Questioning is another strategy that was used in lessons at all levels. It was used in the introduction. A teacher at level III used this example: Do you like to watch them?

Do some of them sing? The most frequent use of questioning was, however, to lead students to discover patterns, put items into categories, and find labels for the categories. To do this, teachers typically used the chalkboard and wrote names of categories across the top. Teachers would begin by placing example items in the categories, and then ask questions such as: Can you find something that is similar to this? The questioning section of the lessons appeared to be for the purpose of developing thinking processes for concept formation.

While using question to monitor comprehension was observed in two lessons, this was not the primary use. In Class III, the teacher modeled for the children the creating of patterns of similarities. After writing the following sentences on the board, she modeled the thinking process: We will study common names and special names. First, listen to this: Pingu is a bear. Montu is a monkey. Neha is a girl. Now, look at this list of special names.

When I ask for your response you will give a common name. Paris is a city. Ganges is a river. A white rose is a flower. This use of analogy was evident to several questioning exercises. The teacher presented items that were similar is some respect but otherwise dissimilar. Opposites were used in this same manner: The teacher showed that a morpheme could be reformed or recreated by thinking about the known language patterns: The opposite of lock is unlock. The opposite of visible is invisible.

The opposite of possible is impossible. What is the opposite of complete? What is the opposite of friendly? What is the opposite of lucky? While these exercises that asked students to list, group, label and categorize were deliberate attempts to increase productive thinking, teachers did not neglect other aspects of learning that they valued. In each lesson, children were asked to repeat the pairs of opposites or other answers to the questions.

This gave students opportunity to learn through practice. The Questioning strategy resembled the strategies described in the classic work of Hilda Tabain which she postulates that thinking can be taught. While teachers were not observed taking students through each of these three processes, it was apparent that concept formation was a major goal of questioning.

Narration The technique of Narration was observed on one occasion. Narration could also be called Storytelling. The teacher reported that her purpose was to motivate the children to read the passage that would be assigned and then to write a response. The researchers were told by the principal that this particular teacher was very adept at Narration and used it frequently.

She mentioned that other teachers also use Narration. The story told was a fairy tale with the moral that it is not good for children to be greedy. While motivation was mentioned as the goal, it could also be deduced that comprehension was a consideration. The teacher observed stopped twice during the story to monitor for understanding. Do you like the story? Read and Say For the strategy of Read and Say, students read a paragraph written on the blackboard and responded orally to a set of written questions.

Sometimes the passage and follow-up exercise were written on what was called a roll-up board. The roll-up board is heavy paper that can be written on and then rolled up and stored. The students read the exercise written on the roll up board and wrote responses in their notebooks. After writing the questions in their notebooks, they filled in the blank, matched A with B, or completed the sentences. After a given amount of time, the teacher asked children to read their written responses and lead a discussion relating to their responses.

During the week of observations, this strategy was observed at levels IV and V. Clearly, the focus was on comprehension of the passage. Discussion centered on understanding and finding meaning in the passage. How is assessment conducted and used? It was reported that students at all levels are assessed in reading, writing, spelling, and oral language.

This is accomplished through the means of teacher observation during recitation and conversational protocols, the marking of workbooks and writing books, and periodic tests. Students are given grades at the end of each of three terms. Students are not given State Exams until Middle School.

While students performance on assessments is considered in curriculum planning, decisions about content and pacing are made through consensus when teachers sit together prior to the beginning of the school year.

Conclusions Limitations of the study The present study has certain limitations that need to be taken into account. Certainly, a limitation of this study includes external validity, or the generalizability of the study to other contexts, since it was conducted in just one school. While the school enrolled over a thousand students, unquestionably, this is a small population of students.

Another factor that limits the generalizability of this study is the interaction between instruction and culture. While the researchers did not make any attempt to compare similarities and differences of the school to schools in other places of the world, it is recognized that the culture influences transferability.

Future research needs Relatively little research has been conducted that examines the teaching practices of elementary teachers providing instruction in English in India or other countries where English is the official language, but not necessarily the first language of the majority.

This study does reveal some promising practices but more research is needed. Peregoy and Boyle point out that it is critical that research address reading acquisition and instruction for English language learners, not just reading instruction with students that already read connected text.

Looking at reading acquisition and instruction in English in various locations outside the United States can inform instructional practices. Notes [ 1 ] Today, approximately one in three Silicon Valley engineers are of Indian ancestry and Indian CEOs lead seven percent of Silicon Valley high-tech firms as founders of a wide variety of companies, ranging from Sun Microsystems to Hotmail.

daily 5 meet with teacher poster framed

The researchers soon learned to take the cameras out of the cases while traveling in taxis and before arriving on the school grounds so that the lenses were ready to go when classroom observations began. At the end of a narrow street hidden away in a crowded publishing house district, and after pushing passed cattle, food carts, business men and shoppers, they found the tiny shop, a shop not much bigger then a hotel room.

Tenzing Norgay of Nepal, who climbed Mt. Everest inBachendri Pal, the first woman to reach the summit inSantosh Yada who climbed in andand Dicky Dolma, the youngest woman to climb Mt.

Everest at age 19 in Recruitment processes among foreign-born engineers and scientists in Silicon Valley.