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ECE 335
Interview Answers ECE 335: Children's Literature Interview Answers When preparing for an actual interview, you want to think of several questions that the interviewer might ask and be ready to answer each of those questions. In this paper, you will answer ten questions that you may be asked in the interview quiz.
1. Please explain the lesson plan you have created to meet the learning needs of students for a particular topic. In your description, clearly state what you have included in each section of the lesson plan template. The main purpose of the lesson plan is to develop literacy skills among preschool children. In the lesson, the main goal for the students will be to blend letters, forming a variety of "at" words. I will begin the lesson by transitioning the children to a rug to sit in a circle as I introduce the lesson. I will then present the children with various magnetic letters which will arouse their interest. The magnetic letters include "A", "T", "B", "F", "H", "R", and "P" thus enabling the students to develop various "at" words. I will then place the magnetic letters on a whiteboard to ensure the students know how to sound each letter individually. After the practice, I will blend the "A" and "T" to form the word "at" and guide the students on how to blend the two sounds, thus enabling them to pronounce the word "at." After all the children are comfortable sounding the word "at," I will introduce them to the story Fat Cat by Sue Graves. I will then ensure I point out all the "at" words in the story so that the students identify how to sound "at" words. After the story, the students will participate in an exercise in which I will guide them in forming and sounding the word Rat By combining the letter "R" with the "at" sound and forming the word Pat by combining the letter "P" with the "at sound." After the exercise, I will pair the children based on their learning styles; thus, the slow learners will be paired up with fast
learners. The students will then have to develop various "at" words in their groups with a focus on the letters "B," "F," and "H." After the successful completion of the exercise, the children will come back to the rug, and I will guide them through sounding the "at" words again. I will then ask various questions on the "at" words to identify how much they have learned and how comfortable they are with pronouncing "at" words. To conclude the lesson, I will encourage the students to identify more "at" words they will encounter out of class and practice sounding them.
2. You will most likely have English Language Learners in your classroom. What accommodations would you provide these students to ensure they are successful in understanding and mastering the learning objectives in your lesson? The lesson will include visual and audio presentations to accommodate English learners in the class. The use of visual and audio presentations will ensure the students can grasp how the "at" words sound (Oliva, n.d.). The audio presentation will also ensure the students have practical examples of how other letters sound when blended with the "at" sound to form a word. The use of magnetic letters will also arouse the students' interest, thus encouraging them to learn how to sound each letter and blend them to form various "at" words. The story I will read to the students containing "at" words also contains several pictures; therefore, for every word, there will be a relevant picture I can point to the student, thus enabling them to understand what the word refers to as well as how to sound the word. The students will therefore be able to learn faster due to the numerous teaching aids in the classroom. 3. How will you differentiate for your students to make sure each one can meet the learning objective? I will differentiate the students based on their learning styles. I will encourage the children who catch up faster to identify new "at” words we are yet to cover in class. In contrast, I will guide the students who take longer to understand the sounds of the "at" by redoing several
Higher-level questions demand more reasoning capabilities from students; hence are likely to engage the student compared to lower-level questions (Allen, 2013). An example is while lower-order questions would test the application of what one has learned, higher-level questions require students to be creative enough to come up with an answer. An example of a higher-level question before reading the book would be what word the student can invent using the "at" sound. Another example of a higher-level question I would ask during the reading is what letter the student would change in the word "cat" to form a different "at" word. At the end of the reading, I would ask the children whether they can identify the different parts of an "at" word. The questions will encourage the students to be more attentive in class and succeed in their tests with way more ease due to the development of critical thinking.
7. How will you check for understanding? To check for understanding among the students, I will use yes or no questions; by asking the students simple yes or no questions are referring to "at" words and by assessing which students are responding to the questions and the manner of their response. Students who cannot answer the questions are those experiencing difficulty in the topic surrounding "at" words. I will take note of the students and have a one-on-one discussion with every student who was unable to answer the questions to provide personal guidance on the various sounds how they are formed and blend various sounds to make a word. 8. What next steps would you take after the lesson if students do not master the learning objective? If, after the lesson, the child still fails to master the connects taught and is unable to catch up with the rest of the students, I will provide the child with specialized tutoring using a different teaching technique. Therefore, the child will have more time and more resources to
enable them to master the concepts taught in the lesson (Osewalt, 2019). However, in a situation in which a group of students s yet to master the concept of the class, I will write a new lesson plan and research new materials for use in the class. I will then reteach the class using the different techniques and different materials while increasing the level of engagement during the class. Reteaching the class will also enable the students who had mastered the concepts to refresh their knowledge on the concepts, thus improving their mastery of the syllabus.
9. How does your chosen assessment effectively monitor student learning of the objective and standard? The lesson's objective is to ensure students can sound "at" words and construct words by changing the beginning letter of an art word. In my assessment, I test for the ability to sound both letters "A" and "T." The assessment will ensure the children have a foundation from which to sound the word" at" (Tomlisson, 2019). The following assessment I will use in the course ensures every student has at least one "at" word and can sound it. The assessment thus effectively monitors the students' progress, ensuring each student can accomplish the requirements of the lesson with ease. The assessment also ensures each student can successfully sound letters that are blended to form a word. 10. How would you differentiate for advanced learners? Advanced learners are usually faster in mastering concepts compared to other learners. Therefore, educators should strive to accommodate advanced learners by differentiating (McAulay, n.d.). I would differentiate for advanced learners by providing them more complex materials to read. Advanced learners are more likely to be able to learn on their own and require very little guidance. Therefore, I will also give the advanced learner the privilege to self-assess themselves before conducting their assessment. By giving advanced learners more complex
