今日は読者。明日はリーダー!
私たちは読書の科学を利用して、生徒の読書スキルを強化し、育成します。「読書の科学」では、通常、読書の基礎となる研究に基づく原則と実践に焦点を当てています。
含まれるもの
オンデマンドで会う
必要に応じて会議をスケジュールする60 分
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Homework
週1時間. Homework will be offered as weekly practice and will not be required :)Assessment
Assessments will not be graded for correctness. Like the homework, it will be used to inform my instruction and next steps. The assessments will ideally take place on the third day of each week.この文章は自動翻訳されています
このクラスで学べること
英語レベル - 不明
米国の学年 1 - 4
Beginner レベル向け
In this enrichment, we will be using the science of reading to strengthen and build students' reading skills. As a "Science of Reading" course typically focuses on the research-based principles and practices that underpin effective reading instruction. Introduction to the Science of Reading: The lesson might begin with an overview of the scientific principles underlying effective reading instruction. This could include topics such as phonological awareness, phonics, fluency, vocabulary, and comprehension. Exploration of Reading Components: Students would delve into each component of reading, understanding its importance and how it contributes to overall reading proficiency. This might involve interactive activities, discussions, and multimedia resources. Hands-on Phonics Instruction: Phonics is often a central focus of reading programs. Students would learn about letter-sound correspondence, decoding strategies, and word recognition skills through hands-on activities, games, and exercises. Comprehension Strategies: The lesson would likely include instruction on various comprehension strategies such as predicting, summarizing, questioning, and making connections. Students would learn how to apply these strategies while reading and discussing texts. Assessment and Feedback: Students might engage in activities to assess their understanding of reading concepts covered in the lesson. Teachers would provide feedback and guidance to support students' learning and address any misconceptions. Application to Real Texts: The lesson would emphasize the importance of applying reading skills and strategies to authentic texts. Students might read and analyze age-appropriate texts, focusing on applying the skills they've learned to understand and interpret the material. Differentiation and Individualized Support: Recognizing that students have different learning needs and styles, the lesson might include strategies for differentiation to support all learners. This could involve small-group instruction, targeted interventions, or accommodations for students with diverse needs. Reflection and Extension: At the end of the lesson, students would have the opportunity to reflect on their learning and consolidate their understanding of key concepts. Extension activities might be provided for students who are ready to deepen their understanding or explore related topics further. To begin the course, we will start with reviewing the vowel sounds. Below is a tentative schedule. Week One 4/8-4/12 Week One Day One: Review Short Vowels (A, E, I, O, U) Week One Day Two: Review Short Vowels (A, E, I, O, U) Week One Day Three: Short Vowel Check Week Two 4/15-4/19 Week Two Day One: FLSZ Spelling Rule Week Two Day Two: FLSZ Spelling Rule Week Two Day Three: FLSZ Spelling Check Week Three: 4/22-4/26 Week Three Day One: -all, -oll, -ull Week Three Day Two: -all, -oll, -ull Week Three Day Three: -all, -oll, -ull Check Week Four: 4/29-5/3 Week Four Day One: ck /k/ Week Four Day Two: ck /k/ Week Four Day Three: ck /k/ Check If there is a need, I am happy to change the pace and add more sessions per week to cover more spelling features.
学習到達目標
The following goals are aligned with common objectives aimed at fostering reading proficiency and overall literacy skills:
Reading Fluency: Students should be able to read with accuracy, appropriate rate, expression, and understanding. They should develop the ability to read smoothly and with confidence across a variety of texts.
Reading Comprehension: Students should be able to understand and interpret various types of texts, including fiction, non-fiction, poetry, and informational materials. They should be able to analyze texts, identify main ideas, make inferences, and draw conclusions.
Vocabulary Development: Students should expand their vocabulary knowledge by learning new words and understanding their meanings in different contexts. They should be able to use context clues and word analysis skills to determine word meanings.
Phonemic Awareness and Phonics: Students should develop an understanding of the sound structure of language and the relationship between sounds and letters. They should be able to decode unfamiliar words using phonics knowledge and apply spelling patterns and rules.
Word Recognition: Students should be able to recognize and read high-frequency words automatically, as well as apply decoding strategies to read unfamiliar words. They should develop sight word recognition and the ability to quickly recognize words in context.
Critical Thinking Skills: Students should develop critical thinking skills by engaging with texts, asking questions, making connections, and evaluating information. They should learn to think critically about author's purpose, point of view, and arguments presented in texts.
Writing Skills: Students should develop writing skills across different genres and purposes. They should learn to express themselves clearly and coherently, use appropriate language and conventions, and revise and edit their writing for clarity and effectiveness.
Literacy Across Content Areas: Students should be able to apply literacy skills in various content areas, including science, social studies, mathematics, and the arts. They should be able to read and comprehend disciplinary texts, communicate ideas effectively, and use literacy skills to engage with content-specific concepts.
Digital Literacy: Students should develop digital literacy skills to navigate online resources, critically evaluate digital information, and use technology tools for reading, research, and communication.
Lifelong Learning Habits: Students should develop a love for reading and a habit of lifelong learning. They should become independent, self-directed learners who seek out information, engage with texts for pleasure and learning, and continue to develop their literacy skills beyond the classroom.
These goals reflect a comprehensive approach to literacy education that encompasses foundational skills, critical thinking, communication, and lifelong learning habits. If "UFLI" represents a specific program or initiative with its own set of goals, they would likely align with these broader objectives aimed at fostering students' literacy development and success.
その他の情報
受講に必要なもの
White board
Dry erase marker
Pencil
外部リソース
学習者は、Outschoolが提供する基本ツール以外のアプリやウェブサイトを使用する必要はありません。
教師の専門知識と資格
バージニア 教員免許 初等教育で
修士号 Liberty Universityから 教育 へ
Hey, all! You can call me Ms. Dunbar or Ms. Britt!
I am a 5th year teacher in Virginia. I taught kindergarten for the past 4 years and moved to 2nd grade this school year. I LOVE it! I graduated Summa Cum Laude with my Bachelor's Degree in Elementary Education with concentrations in Special Education and English in 2019. I also graduated Summa Cum Laude with my Master's Degree in Curriculum and Instruction for Special Education in 2021.
My philosophy behind teaching is to meet children where they are emotionally, mentally, physically, and academically. If a student does not know that I will love and support them however they need, they will not learn from me.
I currently teach phonics classes using scientific research of the brain to help support my instruction. My approach is evidence based and uses explicit instruction of spelling patterns for students to read and write.
Something fun about me is that when I am not working, I absolutely LOVE hanging out with my Cat, Olive, and crocheting! Olive also loves to "help" me crochet, but she is not very helpful :)
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¥100
セッションごとにオンデマンドでクラスを開催
60 分
1 人がクラスを受けました
オンラインライブ授業
年齢: 7-9