| emmacolourpics00011.pdf |
Teachers know how students learn and how to teach them.
Example 1. During my teaching of Information reports and paragraphs with Grade 2 I used the exercise- Dictogloss - students work in cooperative groups to recreate parts of a text that they hear read aloud in class.
This exercise provides for speaking and listening and reading and writing in mixed ability groups so as to provide for scaffolding to occur.
Students were given a paragraph each to recreate that had to contain a topic sentence and supporting sentences. We made a class book of all our paragraphs using 2publish.
I attach pdf samples above.
Example 2
Following the e5 instructional model, I planned a series of lessons exploring physical and chemical change for Grade 2 students .
Engage: Chemical Change- Why do apples become brown? Can we prevent this?
Explore: Chemical Change- Milk, Food Dye and detergent- What can we see why? See example PDF and photos below
Explain: Physical change- How long does it take for ice to melt? Can we freeze it again? What if we add heat ?
Elaborate: Chemical vs physical change Plus Minus Interesting
Evaluate: What did we find out?
Students were able to present their observations, orally, visually and in written format thus catering for the wide array of abilities in the class.
This exercise provides for speaking and listening and reading and writing in mixed ability groups so as to provide for scaffolding to occur.
Students were given a paragraph each to recreate that had to contain a topic sentence and supporting sentences. We made a class book of all our paragraphs using 2publish.
I attach pdf samples above.
Example 2
Following the e5 instructional model, I planned a series of lessons exploring physical and chemical change for Grade 2 students .
Engage: Chemical Change- Why do apples become brown? Can we prevent this?
Explore: Chemical Change- Milk, Food Dye and detergent- What can we see why? See example PDF and photos below
Explain: Physical change- How long does it take for ice to melt? Can we freeze it again? What if we add heat ?
Elaborate: Chemical vs physical change Plus Minus Interesting
Evaluate: What did we find out?
Students were able to present their observations, orally, visually and in written format thus catering for the wide array of abilities in the class.
| emmascience00011.pdf |
