무엇이 포함되어 있나요?
5개의 라이브 미팅
수업 4 시간 35 분 시간숙제
주당 1-2시간. Students will be given a writing assignment at the end-of-each assignment. The assignment will provide an opportunity for students to demonstrate their understanding of the text read in each session by completing a summary. Other short answer questions may be assigned, if needed, to help focus student's attention on relevant content.학습 평가
Comprehension questions and vocabulary matching will use a percentage system of assessment to determine levels of improvement. The summary assignments will be evaluated based on the 4 point rubric provided to the students.보고계신 지문은 자동 번역 되었습니다
수업 소개
영어 수준 - 알 수 없음
미국 5학년 - 8학년 학년
This level 7 reading course will teach students strategies for word identification and identifying important information found in expository text. The reading skills covered in each session include: defining words in context, making predictions, drawing conclusions, identifying main ideas and supporting details, compare and contrast of differing perspectives, author's purpose, inferencing skills, sequencing of events, analysis of information, and application skills. The topics covered in the articles used for each session are described in the article titles: • Brain-reading software allows those who are paralyzed to communicate, by Ian Sample. • Brainy move enables man to regain use of hand, by Associated Press. • Just imagine: School holds world’s first brain-powered drone race, by Associated Press. • Touching moments in prosthetics: New bionic limbs that can ‘feel,’ by Washington Post. • Researcher enables patient to use brain to move fingers on prosthetic arm, by Baltimore Sun. Each of these articles are adapted by Newsela and written at an 8.0 to 8.5 reading level. The 8th-grade level is used to challenge the reading of 7th-grade readers. The class will be taught using a guided reading approach with an instructional delivery style that focuses on questioning. The questioning strategies used will allow students to demonstrate their level of understanding of the text, their ability to remember important details, their capabilities to apply and analyze the information from the text, and their ability to evaluate the information of the text based on the evidence provided. Students will interact with the teacher and other students through discussions, sharing of personal knowledge, and sharing summary writings that reflect their understanding of each article read. The structure for each session is as follows: 1. Before reading: (30 minutes) • Share the writing response activity from the previous lesson. • Survey the text by numbering the paragraphs of the biography then discussing photographs or other visual aids presented in the text. • K-W-H-L. Complete the K (know) column of the K-W-H-L chart and preview the W (What to know) and H (How I will learn) columns of the chart. • Word Study: Students will be given words to predict meanings and match with dictionary definitions for each word. • Interest builder. The teacher provides a video clip or other resource designed to motivate and interest in reading. 2. During reading: (30 minutes) • First reading – survey the article, review end-of-text questions, make predictions, read and identify words to clarify using context clues. • Second reading – strategies for identifying the main topics of each paragraph, creating a sequence of events chart, and creating a summary map to use for the class assignment. 3. After reading: (30 minutes) • Answer comprehension questions identifying if the information is found in the text or if the answer is inferred. • Vocabulary matching. Assignment directions. • Summary writing assignment. Evaluation 1. Student responses to comprehension questions and vocabulary matching activities (Goal: 75% accuracy). 2. Independent work to complete a summary of their article. (Writing rubric for evaluation provided. Goal minimum score 3 (good) to 4 (excellent).
학습 목표
1. Students will improve reading comprehension skills by participating in guided reading activities to answer comprehension questions focused on the use of inference skills, compare and contrast skills, main ideas and supporting details, analysis skills, and application skills.
2. Students will identify new vocabulary using context clues, synonyms, and antonyms.
3. Students will write summaries of each article that reflect their understanding of the main topics presented in the article using graphic organizers and note taking strategies.
그 외 세부 사항
수업 자료
1. Paper 2. Pencil 3. Copies of articles and other documents posted by the teacher in the classroom. Articles will be posted for student access at the end of the session preceding the session in which the article will be used.
등록 시 3개의 파일을 볼 수 있어요.
Outschool 외 필요 앱/웹사이트
아웃스쿨 사이트의 기능 외 별도의 앱이나 웹 사이트를 사용할 필요가 없습니다.
출처
Articles used in each session:
• Brain-reading software allows those who are paralyzed to communicate,by Ian Sample.
• Brainy move enables man to regain use of hand, by Associated Press.
• Just imagine: School holds world’s first brain-powered drone race, by Associated Press.
• Touching moments in prosthetics: New bionic limbs that can ‘feel,’ by Washington Post.
• Researcher enables patient to use brain to move fingers on prosthetic arm, by Baltimore Sun.
교사 전문성 및 자격증
3 교직증명서
캘리포니아 교직증명서 영어/언어 예술에
캘리포니아 교직증명서 초등 교육에
텍사스 교직증명서 초등 교육에
박사 학위 교육 University of Phoenix에서
Greetings OutSchool Parents and Students!
I am Dr. Debra Harper. My specialty areas of teaching are English language arts, beginning, intermediate, and secondary reading skills, beginning, intermediate, and secondary writing instruction, reading in the content areas, study skills, technology integration, history, and social studies. My teaching credentials include
• a bachelor’s degree in elementary education with a specialization in reading,
• a master’s degree in educational administration, and
• a doctorate in educational leadership and technology.
I have a reading specialist credential in the State of Texas and California. I also have a Language Development Specialist credential and an English Language Arts Specialist credential in the state of California.
I employ a constructivist approach to learning. In this constructivist approach, students rely on previous learning, teacher guidance, peer collaboration, and active learning strategies to create new learning. My teacher's role in this constructivist approach is to model and facilitate the direction of learning to maximize learning success for each student.
My educational philosophy is... 'learning is everything and everyone can learn!'. Each successful learning experience grows the confidence needed to maintain an interest in pursuing life-long successful learning adventures. As my favorite teacher, Coach John Wooden of the UCLA Bruins stated: “Success comes from knowing that you did your best to become the best that you are capable of becoming.”
Happy and successful learning adventures to all and I hope to meet each of you in class very soon! --Dr. Harper :)
리뷰
실시간 그룹 수업
5 회 수업에
US$125
1주 동안 주당 5회
55분
3 명의 학생이 수업을 완료함
실시간 화상 수업
연령: 10-15
수업당 학습자 3-6 명