The “California State
Universities Expository Reading and Writing Course Assignment Template” was a
great source of strategies, assessments, and explanations on how to teach reading
and writing to students. The first half suggested many different questions to
be asking students for them to fully comprehend and engage in their reading and
writing. There is little that could be added to further enhance how students
could be learning. The second half of the template, the appendix, contained the
many different examples of assignments to use in the class.
Formative assessment is a major part of a
lesson plan, a teacher is always supposed to include one in their lesson every
day. Appendix B lists numerous formative assessment options, one I found
interesting was the one-sentence summery which is explained as “answer the
following questions on a particular topic: Who? What? When? Where? Why? They
then condense their response into a single sentence” (38).This strategy is a
quick way for students to show they understand a topic, and a quick way for the
rest of the class to hear and understand the main concept of a topic. Another strategy
I liked was student generated test question, this has the students write
questions over material they read and studied that they think would be on a
test. It is a good way to see what student find important, and also shows if
students or correctly focusing on the main points. While it is nit said in the
article, it is also a good way to show that sometimes it’s not easy to think of
good test questions to ask.
In
my placement classroom I have noticed that most students do not know how to
cite sources. Appendix I is a fantastic section that illustrates the ways to
avoid plagiarism, such ways are: quoting sources, paraphrasing sources, summarizing
sources, framing and responding to quotations, documenting sources, and MLA format.
The more strategies the students know, the easier they can avoid plagiarizing.
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