Here is the fifth and final part to my Final Paper for Instructional Practices for Reading Teachers. Here is Part One, Two, Three, and Four. You are writing a grant in order to purchase literature and nonfiction trade books for integration into your curriculum. Discuss 5 reasons that you could include in your rationale for needing …
Teaching Reading: Final Paper (Part 4)
Part 1, Part 2, and Part 3, in case you missed them. Here is my answer to the fourth prompt given as part of my Final Paper for Instructional Practices for Reading Teachers. Write a letter to parents explaining at least 4 ways (2 informal and 2 formal) of how you will assess your students. …
Teaching Reading: Final Paper (Part 2)
Here is Part 2 of my Final Paper for Instructional Practices for Reading Teachers. If you missed Part 1, you can read it here. Pretend you are a teacher in a diverse classroom. Explain what you would do to encourage students to learn English but still not abandon their own cultures. It is very important …
Teaching Reading: Final Paper (Part 1)
My final paper for my Instructional Practices for Reading Teachers was made up of 5 short essays in response to 5 prompts about teaching reading. Here is the first prompt and my essay response. Stay tuned! Parts 2-5 will be posted over the next week or so. Compare and contrast the bottom-up curriculum and the top-down …
My Directed Reading-Thinking Activity
The Directed Reading-Thinking Activity builds critical awareness of the reader’s role and responsibility in interacting with the text. It involves readers in the process of predicting, verifying, judging, and extending thinking about the text material. It differs slightly from the Directed Reading Activity. This time I could use a story book instead of an informational text. I …
My Directed Reading Activity
For my Instructional Practices for Reading Teachers class, I was to practice using a Directed Reading Activity (DRA) with at least three students while reading an informational text. DRA is a strategy that provides students with instructional support before, during, and after reading. The teacher takes an active role preparing students to read the text by …
Sarah E. Brown 