ECH125 T5CulturalInstructionalStrategies Essay

SEVEN-YEAR-OLD MARIA IS AN OUTGOING, HAPPY SECOND-GRADER WITH STRONG LITERACY SKILLS IN FACT, SHE IS BILINGUAL, SPANISH/ENGLISH. HER FAVORITE PART OF SCHOOL IS narration AND WRITING STORIES. SHE ALSO ENJOYS MATH. SHE IS rattling ACTIVE AND ENJOYS fragmentize AND CREATING DANCE STEPS IN PE. SHE IS SENSITIVE AND CAN compress HER FEELINGS HURT EASILY. CULTURAL (ANTI-BIAS)AND INSTRUCTIONAL STRATEGIES ? USE THE education AND WRITING LOVE AND HAVE READING AND WRITING ASSIGNMENTS/ACTIVITIES IN SPANISH AND ENGLISH. ? INTRODUCE MORE COMPLEX READING LEVELS, WORK ONE ON ONE WITH HER TOBEGIN WRITING STORY SUMMARIES AND IDENTIFYING THE main IDEA. RESULTS OF MENTOR TEACHER DISCUSSIONS WE DISCUSSED THE IMPORTANCE OR REALLY HORNING IN ON STUDENTS STRENGTHS TO PUSH HER TO EN authoritative THE STUDENT IS LEARNING SOMETHING NEW.Ashley SIX-YEAR-OLD ASHLEY IS THE YOUNGEST OF FIVE CHILDREN. SHE IS VERY SHY AND CLINGS TO HER OLDER SISTER EACH DAY WHEN SHE BRINGS HER INTO THE FIRST GRADE CLASSROOM. AS HLEY IS CURIOUS HER FAVORITE PART OF SCHOOL IS DOING SCIENCE EXPERIMENTS. SHE READS AT A undercoat LEVEL, BUT ENJOYS HAVING PEOPLE READ TO HER. CULTURAL (ANTI-BIAS) AND INSTRUCTIONAL STRATEGIES? INTRODUCE STRATEGIES FOR HER TO localise IN ON HER CURIOSITY AND BLOSSOM THROUGH HER LOVE FOR SCIENCE. ? TURN FOCUS TO SIGHT WORDS AT HER LEVEL AND START WORKING ON GETTING HER INTO A TITLE READING GROUP SO SHE CAN GET THE EXTRA WORK IN READING. RESULTS OF MENTOR TEACHER DISCUSSIONSWE TALKED ABOUT THE IMPORTANCE OF IDENTIFY WHEN A CHILD NEEDS EXTRA WORK SUCH AND A TITLE READING GROUP AND ABOUT HOW EVEN THOUGH THEY argon IN A OUTSIDE READING GROUP THEY STILL NEED TO BE INVOLVED IN THE CLASSROOM READINGS AS WELL. Xavier XAVIER IS A KINDERGARTENER WHO REALLY ENJOYS SPORTS, PARTICULARLY BASEBALL.HE HAS LOW LITERACY SKILLS. HE IS VERY SOCIAL AND ENJOYS INTERACTIONS WITH OTHER CHILDREN DURING RECESS, CLASS ACTIVITIES, AND AT THE COMPUTER. HE IS A HANDS-ON LEARNER, CONFIDENT, AND A RISK-TAKER. CU LTURAL (ANTI-BIAS) AND INSTRUCTIONAL STRATEGIES ? USE HIS INTERESTS IN SPORTS AND COMPUTERS TO champion KEEP HIM INTERESTED IN READING. ? BUILD ON HIS agency AND HAVE HIM LEAD OTHERS STUDENTS WHEN 2014. GRAND CANYON UNIVERSITY. ALL RIGHTS RESERVED. PLAYING TEAM ACTIVITIES OR WHEN COMPLETELY GROUP ASSIGNMENTS. RESULTS OF MENTOR TEACHER DISCUSSIONS AGAIN WE DISCUSSED THE IMPORTANCE OF seeSTUDENTS STRONG POINTS. EVERY KID IS different IN WHAT THEY be GOOD AT. GOOD TEACHERS NOTICE WHAT KIDS ARE GOOD AT AND HELP THEM THRIVE EVEN MORE. Paul PAUL IS A THIRD-GRADER WHO IS A VERY STRONG READER. HE CHOOSES TO SPEND MOST OF HIS TIME READING AND ENJOYS MANY DIFFERENT TOPICS. HE WRITES LONG AND COMPLEX STORIES DURING WRITER WORKSHOP AS WELL. PAUL SELDOM ENGAGES SOCIALLY WITH OTHER CHILDREN IN FACT, HE IS QUITE TIMID WITH twain CHILDREN AND ADULTS. CULTURAL (ANTI-BIAS) AND INSTRUCTIONAL STRATEGIES ?HAVE HIM WORK IN SMALL GROUPS WITH OTHER CHILDREN ON ASSIGNMENTS OR HAVE HIM PARTNER READ WH EN APPROPREAITE.?INTRODUCE AND HIGHER READING LEVEL AND MOVE ON TO MORE ADVANCE PART OF THE WRITING PROCESS. RESULTS OF MENTOR TEACHER DISCUSSIONS WE AGAIN TOUCH ON THE TOPIC OF NEVER stopping WITH A CHILD, EVEN THOUGH A CHILD MIGHT BE GREATLY ABOVE THE GRADE THEY ARE IN OR THE GRADE YOU ARE TEACHING ITS HIGHLY IMPORTANT TO GO FIND MORE CHALLENGING WORK FOR THEM TO BE SUCCESSFUL.Jamaica THIS FOUR-YEAR-OLD PRESCHOOLER HAS EXCELLENT FINE AND GROSS locomote SKILLS. SHE ENJOYS GAMES WITH OTHER CHILDREN, JUMP ROPE, AND PE CLASS. SHE IS A CREATIVE ARTIST AND PARTICULARLY EXCELS AT PAINTING. HER LITERACY SKILLS ARE AVERAGE.SOCIALLY, SHE IS OUTGOING AND EASILY ACCEPTED BY HER PEERS. CULTURAL (ANTI-BIAS) AND INSTRUCTIONAL STRATEGIES ? everlastingly ALLOW HER TO USE HER CREATIVITY AND SHARE IT WITH OTHERS. ?INCORPORATE READING AND WRITING IN A CREATIVE WAY TO SHOW HER WRITING AND READING ARE FUN AS WELL. RESULTS OF MENTOR TEACHER DISCUSSIONS WE TALKED ABOUT HOW PRESCHOOLERS WHO ARE AVERAGE AND THAT ARE SOCIAL SOMETIMES SLIP BY, ITS IMPORTANT TO MAKE SURE TEACHERS WORK ONE ON ONE WITH ALL STUDENTS AND WORK AT THEIR LEVEL AND CONTINUE TO PUSH THEM TO THE NEXT LEVEL. 2014. GRAND CANYON UNIVERSITY. ALL RIGHTS RESERVED.