The students and I began lesson 1,“Analyzing the Development of Central Ideas”. I essentially chose this lesson since analyzing central idea within a text might be a big part of the state test. The group and I read the introduction, most students participated in reading. I explained to the group what a central idea and supporting details were. I used an example of books and how each story had a central idea and details that back up its claim. Afterwards, we examined the cartoon, and determined the central idea. I explained to them the chart of determining central idea and details that support the claim. I had students in their own words tell me what a central idea was.
On page 4, we read “Deep-sea Treasure Hunters” by Ramona Rivera. Students once again participated in reading, except one = student (Kristina) who claimed she did not like to read aloud. However, she did answer a few questions. I had students underline what they thought the central idea and supporting details of the story were. Afterwards, they shared their answers and explained why they choose certain sentences/phrases to underline as each. We also filled out the chart on the page
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We were to go over the answers from the previous night as it was homework but many of them had not completed it. We began on page 5, part 3 “Guided Instruction”. We read the passage and I had them underline the central idea and supporting details. We answered the corresponding question. Some students picked A, D, or C. I asked them to explain how they came about getting their answer, they responded. We did process of elimination and determined that C was the correct answer. I also had the students complete the writing portion of part 3, “Show your thinking” and time was given for them to answer the question independently. The students read their answers aloud and their explained their reasoning behind what they chose. We chose to skip Part 4, and move onto Part
An activity that can be used to attain proficiency of the objective, would be for the students to read the book “Henry’s Freedom Box” independently. After each student has read the book and understands the context of the book. Each student will be given a handout that is a paper divided in half and one side says “same” and the other says “different” that they need to complete. After that, the class will be divided into two groups. The first group will come together and list several similarities between the history textbook and “Henry’s Freedom Box”. The second group will list the differences between the history textbook and the book. After everyone has listed either a similarity or difference, we will come together as an entire class and I will write all the ideas down on the smart board and we will review everyone’s ideas once they are all written
I will explain that, together, we will read some statements about reading. The students should then think about how each statement makes them feel. They should then circle the picture of Garfield that is closest to their own feelings. The teacher will emphasize that the students should respond accordingly, to how they feel, not as Garfield should respond. The teacher will read each item aloud slowly and distinctly, th...
Class discussion – after a section of reading teacher reviews content and “big ideas” as they arise. I
According to “Cognitive Development and Learning in Instructional Contexts,” by James P. Byrnes, in order to best predict a students reading achievement, it is best to see if children are able to repeat stories that were just so recently read to them. This is a better way of assessing the students than any digital span. (Byrnes, 2007, p. 175) With this in mind, I asked questions that provoked a lot of thought and guided the conversations. I also implemented turn to talk into my lesson to hear what the students were saying to their peers about the story as
Show students the cover of the book and read the title and then ask for predictions about the book- Prepare, Read. Read the story aloud to the students cover to cover- Read. After finishing the book: 1. What is the difference between a. and a. Have students write their initial responses to the story in a journal. Ask them to think about how this story is different and similar to the traditional story of the Three Little Pigs.
The student needs a heathy mix of assigned reading, and classroom help. This is vital, to the education of a student. He must be challenged to arrive at conclusions on his own, but also not left in the dark when he did not get what was asked of him. However, these “wrong answers” that the student came up with, should not be discouraged so quickly
On the third day of instruction, the teacher could then individually ask students what their favorite part of the story was. The teacher would sound out words slowly, and emphasize beginning and ending sounds of words. The teacher would record each students’ favorite sentence on a piece of poster board. On the fourth day of the phonics lesson, students will be asked to create illustrations on their poster board purely based on the sentences they chose as their favorite parts of the story. This allows for students to think critically about new vocabulary, as well as demonstrate their knowledge of the words. This art assignment would also give the students the chance to look at the sentences
In the beginning of my lesson, I started off by asked my three students Alyssa, Iris, and Violet several different questions. The main question that I asked my students were what they thought the story was going to be about by simply just looking at the cover. Of course, all three guessed diferent things. Alyssa, did not cooperate very well with the lesson. She did not even want to guess or look at the story. Finally, when Alyssa did guess she guessed one thing that the story was going to be about a snail named sticky that lived in the fishtank. Iris’s guess was what the cover had on it which was a fish tank. Therefore, Iris assumed that it was going to be a story about something involving that fish tank. She was enthused and wanted to read
Explain how your instruction engaged students in developing an essential literacy strategy and related skills.
The question that I have chosen for my inquiry project is: How can you improve performance in a first grade classroom with Guided Reading? I am interested in this since I teach first grade. As a first grade teacher I am always looking for ways to improve my class’s performance. Guided reading offers support to the students as they are learning. Rogoff suggested that “adults support children’s learning by structuring the task’s difficulty level, jointly participating in problem solving, focusing the learner’s attention to the task, and motivating the learner.” (Frey & Fisher, 2010, 84).
Several lessons were taught throughout the course of my observations. All of the lessons taught were from the Common Core State Standards (CCSS). During group reading time and the reading center, the lessons consisted of being able to identify characters, setting, and major events in a story. The students were to be able to tell which was the author or the illustrator of a book. They were to compare and contrast the adventures and experiences of characters in familiar stories with their own life experiences for example, when the Councilor read the book Kelly Bear which was all about...
Mini-lesson: Readers learn to find clues in the text to support their thinking about what a character is thinking, feeling, and acting
In the past 20 years, there has been a lot of debate over reforming education in the United States. With all the emphasis focusing on ways to raise academic standards and performance levels in schools throughout the United States, (Donalevy, 2007) higher expectations have been placed on educators to seek out and use research-validated instruction to ensure student learning. In 2000, President Bush signed into law the No Child Left Behind legislation. NCLB has placed mandates on school districts to increase student achievement by raising test scores in the area of reading and math. Reading comprehension has been identified as one of the major goals for reading instruction (Norton, 1997). One research-validated instructional method that may increase reading comprehension is the use graphic organizers. Graphic organizers are representations, pictures or models used for processing textual information (Pang,
Even the most experienced teachers may be required to modify their lessons when students don’t achieve the intended learning goals. By identifying and altering specific lesson plan details, students can be more successful with news concepts. In Mrs. Peterson’s third grade ELA classroom, students have recently begun studying writing structure. During the most recent lesson, the student’s learning objectives were to successfully identify the main idea and the supporting details of an article entitled The Frog and the Toad. Although the lesson as a whole was informative, there were a couple of elements that Mrs. Peterson could have done differently to conduct a more streamlined, engaging lesson.
Comprehension is a process in which readers construct meaning by interacting with text through the combination of prior knowledge and previous experience, information in the text, and the stance the reader takes in relationship to the text (Pardo, 2004). As educators, we should use strategies that will build student comprehension. These strategies are called before, during, and after reading strategies. Before strategies activate the students’ prior knowledge and set a purpose for reading. During strategies help the students make connections, monitor their understanding, generate questions, and stay focused. After strategies provide students the opportunity to summarize, question, reflect, discuss, and respond to text (“Classroom Strategies,”