https://padlet.com/kklotz3/11mwl5p2mw2f en-us 2019-07-03 22:47:15 UTC 2019-07-06 16:51:16 UTC hello@padlet.com kklotz3 https://padlet.com/kklotz3/11mwl5p2mw2f/wish/370134335 Cooperative learning allows students to work together to accomplish a shared goal. Students work together in small groups to maximize their own learning as well as their classmates' learning. To determine if this strategy helped students learn, they should be evaluated on a criteria-referenced basis. There are five basic elements of cooperative learning including positive interdependence, accountability, promotive interaction, appropriate use of social skills, and group processing (Johnson & Johnson, 2018). Utilizing the cooperative learning strategy helps teachers meet the needs of all students. For example, students with disabilities are more engaged in classroom activities. Cooperative learning gives all learners more opportunities to express their thoughts, receive feedback, ask questions, and chances to respond (Emerson, 2013).  Furthermore, cooperative learning is an effective way to keep second-grade students engaged in learning. For example, after reading a book, students can participate in think-pair-share. Each pair of students can discuss the five W's to aid in comprehension (Cowling, n.d.).

Cowling, T. K. (n.d.). How to use the think-pair-share activity in your classroom. Retrieved from https://www.wgu.edu/heyteach/article/how-think-pair-share-activity-can-improve-your-classroom-discussions1704.html

Emerson, L. M. (2013). Cooperative learning in inclusive classrooms: Students who work together, learn together. Retrieved from https://education.wm.edu/centers/ttac/resources/articles/inclusion/cooperativelearning/index.php

Johnson, D. W. & Johnson, R. T. (2018). An overview of cooperative learning. Retrieved from http://www.co-operation.org/what-is-cooperative-learning]]> 2019-07-03 22:55:00 UTC https://padlet.com/kklotz3/11mwl5p2mw2f/wish/370134335 kklotz3 https://padlet.com/kklotz3/11mwl5p2mw2f/wish/370136077 Differntiated instruction lets teachers tailor instruction to meet the individual needs of students. Teachers can choose to differentiate the content, process, product, or learning environment. For second-graders, the content can be differentiated by including reading materials from various levels (Tomlinson, 2019). There are several benefits to implementing differentiation into instruction. First, IEP's are supported and accommodated. Next, differentiated instruction benefits all students by recognizing student differences in prior knowledge, engagement, and learning styles. Last, research has found that utilizing differentiation yields positive results for student achievement (Oak Crest Academy, 2016).

Tomlinson, C. A. (2019). What is differentiated instruction? Retrieved from https://www.readingrockets.org/article/what-differentiated-instruction

Oak Crest Academy. (2016). Benefits of differentiated instruction. Retrieved from https://oakcrestacademy.org/benefits-differentiated-instruction/]]> 2019-07-03 23:25:57 UTC https://padlet.com/kklotz3/11mwl5p2mw2f/wish/370136077 kklotz3 https://padlet.com/kklotz3/11mwl5p2mw2f/wish/370137555 A K-W-L chart is a reading strategy that is used to guide students through texts. The K stands for know. In the K column, students write down what they already know about a topic. The W stands for want to know. In the W column, students create a list of questions covering what they want to know about the topic. The L stands for learn. In the L column, students write down the new information they learn as they read. K-W-L charts activate prior knowledge, create a purpose for reading, and help students to monitor comprehension (National Education Association, 2019). For second-graders, using a K-W-L chart during silent reading would be effective. The students' prior knowledge will be activated, they will have a purpose for reading, and they will be engaged. It is essential to provide the necessary accommations required by some students. For K-W-L charts, students may need to listen to audiobooks, give responses orally, receive extra time, or work in a quiet area (Morin, 2019).

Morin, A. (2019). Common accommodations and modifications in schools. Retrieved from https://www.understood.org/en/learning-attention-issues/treatments-approaches/educational-strategies/common-classroom-accommodations-and-modifications

National Education Assocation. (2019). K-W-L (know, want to know, learned). Retrieved from http://www.nea.org/tools/k-w-l-know-want-to-know-learned.html ]]> 2019-07-03 23:46:47 UTC https://padlet.com/kklotz3/11mwl5p2mw2f/wish/370137555 kklotz3 https://padlet.com/kklotz3/11mwl5p2mw2f/wish/370139769 Direct instruction focuses on curriculum design and effective instructional delivery. Guiding principles of direct instruction include all children can be taught, and all teachers can be succesful when provided with effective programs and techniques (National Institute for Direct Instruction, 2015; The University of Kansas, n.d.). Direct instruction is appropriate for second-grade students, because students are grouped by skill level, content mastery is a goal, and accommodations are included (National Institute for Direct Instruction, 2015). Furthermore, direct instruction can be used to meet the needs of diverse students, because direct instruction includes a multi-modality approach (The University of Kansas, n.d.).

National Institute for Direct Instruction. (2015). Basic philosophy of direct instruction (DI). Retrieved from https://www.nifdi.org/15/index.php?option=com_content&view=article&id=52&Itemid=27

The University of Kansas. (n.d.). Direct instruction. Retrieved http://www.specialconnections.ku.edu/?q=instruction/direct_instruction]]> 2019-07-04 00:15:25 UTC https://padlet.com/kklotz3/11mwl5p2mw2f/wish/370139769 kklotz3 https://padlet.com/kklotz3/11mwl5p2mw2f/wish/370381062 Word walls are made up of words displayed in large letters on a wall or bulletin board in a classroom. They are designed to serve as an interactive tool for students and contain words utilized for reading and writing. Word walls are beneficial for students, because they provide a model for high frequency words, help students see patterns and relationships, help develop phonics and spelling skills, and act as a reference for students while writing. Words on word walls should be content related and practiced daily. Also, teachers should identify words that are appropriate for second-graders to place on the word wall (Reading Rockets, n.d.). Word walls can help to meet the needs of diverse students. English language learners benefit from word walls when they are organized into categories and contain common phrases, idioms, and transition words. Additionally, words related to diversity should be included on the word wall. These words should be identity-centered or culturally affirming words, sensitive or difficult words, and words that describe power dynamics (Teaching Tolerance, 2019).

Reading Rockets. (n.d.). Word walls. Retrieved from https://www.readingrockets.org/strategies/word_walls

Teaching Tolerance. (2019). Word wall. Retrieved from https://www.tolerance.org/classroom-resources/teaching-strategies/word-work/word-wall]]> 2019-07-06 16:21:44 UTC https://padlet.com/kklotz3/11mwl5p2mw2f/wish/370381062