TEACHING TOPIC: ELA Author Studies, Read Aloud/Think Aloud, Interactive Q& A Reading is a process, and students use skills and strategies in order to decode words and comprehend what they are reading. Learners need: 1) more engaging practice with ELA Performance Standards; 2) to connect directly with authors more to develop comprehension and enthusiasm for writing and author studies. I have selected the two instructional strategies known as, “drill and practice,” and “intelligent tutorial” to Fenrich.
Goals of this project are to: Support educational performance standards for improving learners’ abilities to:
read write Speak listen, and view
assignments directed by instructors and necessitated by a complex democracy and global society.
Stars That Never Shine adaptation Read Aloud/Think Aloud (Drill and Practice)
ADVANCE PAGES BY CLICKING ON CORNER AT BOTTOM OF PAGES
Author : Mp3 Listening Skills Introduction
Class Activities: PowerPoint, Book Sharing and Read Aloud Think Aloud Video Conference
Joe’s Tips :
MP3
Note taking & Quizzes
Instructional Design Process
PowerPoint Introduction
Engage mandated ELA Performance Standard E1a & E1B Read Contemporary Non-fiction etc. Engage mandated ELA Performance Standard E3b Participate in group Speaking, Listening, Viewing
Pass out paper back book (to those who want them)
Read Aloud/Think Aloud
Videophone Interactive Discussion with author
Learning Objectives and Outcomes
Tompkins says of the Six Language Arts that, “traditionally language arts educators have defined the language arts as the study of four modes of language: listening, talking, reading, and writing. In 1996, however the National Council of Teachers of English and International Reading Association proposed two additional language arts – viewing and visually representing. Fenrich refers to the two instructional strategies below
Drill and Practice: Usually takes place after content has been taught; Does not teach new materials; Can and often should include extensive diagnostic feedback; Can be used for many diverse skills such as learning language , learning factual information, and solving problems; Can have a varied difficulty level depending on the learner’s ability – the difficulty level can depend on the learner’s performance; Can be boring – counter boredom with competition, using visuals, providing variety, stating the progress made
Intelligent Tutorial “mimicking” the perfect instructor (as a paradigm). The basic requirements of intelligent tutoring systems include the ability to: Model learner; Track misunderstandings; Generate appropriate responses (none of these basic requirements have been perfectly solved).
Instructional Strategy : Create an English Language Arts and Affective Domain Engagement and Applied Learning Experience ELA Experience: • Read Aloud/Think Aloud • Do online Research and write a news article about Joe Harris
Affective Domain Engagement: Stimulate active discussion on how attitudes impact circumstantial outcomes for youth and adults. Applied Learning Experience: Create a portfolio based on Joe’s Tips about generational nutrition and health habits as well as personal routines and other habits.
PowerPoint: Delivery: Graphics, MP3, Video Graphics include: Photos, Storyboarding
Videophone: Interactive Q & A
Writing Assignment Writing Assignment Can you write a 300 word news article using the same headline seen in the photo of a real article on Joe Harris. The article should include: who, what, when where and why information. For example who are you writing about; where is he from; what did Joe do for his claim to fame; when did he play and how has his sports experience impacted his life afterwards and why are you writing this article. When you finish writing it read it again out loud and make changes, then bring it to class to share with others who will complete the assignment. Use the following websites for reference and information on Joe Harris and career information about football and sports careers: www.gentlejoe.com www.nyscareerzone.gov
Fenrich, P., (2005). Creating instructional multimedia solutions. Practical World. Santa Rosa, CA: Informing Science Press. P. 70, 83.
Rizzo, J., (1997).,New York City: first edition; New Standards Performance Standards for English Language Arts. Board of Education of New York City. National Center for Education and the Economy and the University of Pittsburgh, New York City, P. 224. Tompkins , G.E. (2002). Language arts: content and teaching strategies. (5th ed.). Merrill Prentice Hall, Upper Saddle River, New Jersey, P. 26.
Smith, P.L., & Wedman, J.F. (1988). Read-think-aloud protocols: a new data source for formative evaluation. Performance Improvement Quarterly, 1, p.13-22.
Smith, P., Ragan, T. (1999). Instructional design. (2nd ed.). Hoboken, New Jersey: Wiley & Sons, p. 114, 251.
Gagne, R.M. (1972). The conditions of learning. (2nd ed.). New York: Holt, Rinehart, & Winston.