Krista Trujillo - First Grade by Krista Trujillo https://padlet.com/ktrujillo3/8pdglyzsertw en-us 2019-06-26 18:27:16 UTC 2019-07-03 14:58:40 UTC hello@padlet.com Think-Pair-Share ktrujillo3 https://padlet.com/ktrujillo3/8pdglyzsertw/wish/369775941 In Think-Pair-Share (TPS), the students think about a topic or answer to a question, share their ideas with a partner, and then listen to their partner’s ideas. TPS teaches the students to share ideas, builds oral communication skills, helps focus attention, and engages the students in comprehending the material (Reading Rockets, 2019). In first grade, TPS could be used in a reading workshop during a read-aloud. The teacher, who reads the story could stop reading randomly and provide prompts for the students to use TPS. The students could be paired randomly, homogeneously, or heterogeneously (Branco, n.d.). The students could also use TPS after conducting a science experiment. The students could think about the action and reaction of the experiment in a lesson such as magnetic force, share their ideas with a partner, then listen to their partner’s idea and agree or provide more ideas (Reading Rockets, 2019). The students will demonstrate understanding by effectively verbally sharing their ideas, developing critical thinking skills, social skills, and actively listening to their partners. If the teachers asks a student to share their partners thinking, the student will be able to summarize what their partner said.
References 
Branco, C. W. (n.d.). 100 Instructional strategies [PDF]. Kean University. Retrieved from https://www.kean.edu/~tpc/Instructional%20Strategies.pdf
Reading Rockets. (2019). Think-pair-share. Retrieved from https://www.readingrockets.org/strategies/think-pair-share
]]> 2019-07-01 03:59:11 UTC https://padlet.com/ktrujillo3/8pdglyzsertw/wish/369775941 Learning Centers ktrujillo3 https://padlet.com/ktrujillo3/8pdglyzsertw/wish/369776131 Learning centers engage students in a small group, paired, or individual activities. They reinforce classroom learning, allow students to practice skills, and reteach concepts. Learning centers are usually made up of different stations that the students rotate to with their groups, partners, or individually. The students can be grouped by need, activity, interest, or learning style. The groups can be flexible, self-selected, or random and can be implemented for every content area (Branco, n.d.). 
In first grade, learning centers could be used during math. The students could rotate to centers in small heterogeneous groups that consist of guided math, independent practice, math review, writing about math, and differentiated learning. During differentiated learning, the teacher could work with students flexibly who require reteaching after independent practice (Ginsburg, 2016). Learning centers could also be used during ELA. The students could be grouped homogeneously in small reading groups by levels and rotate in sequence to guided reading, independent reading, reading with a partner, writing about reading, and literacy review. During guided reading, the teacher would meet with students based on their reading skill level to provide differentiated instruction (District 186, n.d.). The students will demonstrate understanding by completing learning centers with high levels of competence. Therefore, meeting goals and objectives of the lessons.
References
Branco, C. W. (n.d.). 100 Instructional strategies [PDF]. Kean University. Retrieved from https://www.kean.edu/~tpc/Instructional%20Strategies.pdf
District 186. (n.d.). Classroom instruction. Retrieved from http://www.sps186.org/resources/languagearts/instruction/?p=22368
Ginsburg, D. (2016). Four keys to effective classroom learning centers. Education Week Teacher. Retrieved from https://blogs.edweek.org/teachers/coach_gs_teaching_tips/2016/02/four_keys_to_effective_classroom_learning_centers.html
]]> 2019-07-01 04:01:01 UTC https://padlet.com/ktrujillo3/8pdglyzsertw/wish/369776131 Word Wall ktrujillo3 https://padlet.com/ktrujillo3/8pdglyzsertw/wish/369776341 A word wall is an alphabetically organized collection of words used to help students in reading and spelling. Word walls promote independence as the students advance in reading and writing and provide a visual interactive reference for the students to use in class. They teach the students to recognize high frequency words and build phonemic awareness (Branco, n.d.).
In first grade, students could use the word wall during a high-frequency spelling test. The teacher could allow the students to utilize the word wall as a strategy which allows the students to find a word easily. The word wall could also be used during a writing workshop when the students write about their reading. The students should be able to take a word off of the word wall to use it during their writing. The students share the words and learn to spell them correctly after using them regularly (Reading Rockets, 2019). The students will demonstrate concept mastery by utilizing the word wall appropriately to spell words correctly.
References
Branco, C. W. (n.d.). 100 Instructional strategies [PDF]. Kean University. Retrieved from https://www.kean.edu/~tpc/Instructional%20Strategies.pdf
Reading Rockets. (2019). Word walls. Retrieved from https://www.readingrockets.org/strategies/word_walls
]]> 2019-07-01 04:04:14 UTC https://padlet.com/ktrujillo3/8pdglyzsertw/wish/369776341 Compare and Contrast ktrujillo3 https://padlet.com/ktrujillo3/8pdglyzsertw/wish/369776372 Comparing and contrasting determine differences and similarities in text format or a chart and allows the students to identify the topic’s critical attributes (Branco, n.d.). Comparing and contrasting can be beneficial for young students to make connections between two books, their real-life experiences, and a book, or the world and a book (Dreher & Gray, 2019).
In first grade, comparing and contrasting could be used during a reading workshop mini-lesson. The teacher could create a Venn diagram for the students to use to find similarities and differences between the two books they previously read. Comparing and contrasting could also be utilized during social studies when discussing two early presidents. The students could review what they have learned about George Washington and Abraham Lincoln while identifying similarities and differences on a T-chart (Dreher & Gray, 2019). The students will demonstrate a high level of understanding when completing the Venn diagram and T-chart by using background knowledge and critical thinking skills.
References
Branco, C. W. (n.d.). 100 Instructional strategies [PDF]. Kean University. Retrieved from https://www.kean.edu/~tpc/Instructional%20Strategies.pdf
Dreher, M. J. & Gray, J. L. (2019). Compare, contrast, comprehend: Using compare-contrast text structures with ELLs in K-3 classrooms. Reading Rockets. Retrieved from https://www.readingrockets.org/article/compare-contrast-comprehend-using-compare-contrast-text-structures-ells-k-3-classrooms
]]> 2019-07-01 04:04:43 UTC https://padlet.com/ktrujillo3/8pdglyzsertw/wish/369776372 Scaffolding ktrujillo3 https://padlet.com/ktrujillo3/8pdglyzsertw/wish/369776640 When scaffolding instruction, the teacher models the desired learning strategy or task, then gradually the students do the task on their own (Branco, n.d.). The teacher breaks learning into chunks for easier comprehension and practice while providing a structure with each chunk (Alber, 2011).  
In first grade, the teacher could scaffold instruction when introducing a new math strategy, such as the expanded form in whole group. The teacher could model the strategy, then guide the students while showing them how to use the strategy, then allow the students to use the strategy together before they use it on their own. The teacher could also scaffold instruction by asking the students if they know a different strategy to solve the problem or a different way to write the problem (Alber, 2011). The students will demonstrate concept understanding by answering critical thinking questions and completing independent tasks on their own without misconceptions.
References
Alber, R. (2011). 6 Scaffolding strategies to use with your students. Edutopia. Retrieved from https://www.edutopia.org/blog/scaffolding-lessons-six-strategies-rebecca-alber
Branco, C. W. (n.d.). 100 Instructional strategies [PDF]. Kean University. Retrieved from https://www.kean.edu/~tpc/Instructional%20Strategies.pdf
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