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
…show more content…
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
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
Objective 3: Having read one children’s literature story, A Bad Case of Stripes by David Shannon, the students will demonstrate an understanding of the text by being able to write 5 sentences describing the main themes of the story with 95% accuracy.
3. I will assess my student’s mastery of this objective by creating an open conversation within the entire class by asking questions, and before each student is dismissed, they will each hand in a piece of paper with one difference and similarity between the two texts written down.
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...
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
2. Show students the cover of the book and read the title and then ask for predictions about the book- Prepare, Read
Class discussion – after a section of reading teacher reviews content and “big ideas” as they arise. I
An element of the lesson that could have been handled differently was the strategy used for reading the article The Frog and the Toad. Utilizing a reading strategy such as ‘control the game’ where students are asked to read aloud in a random order determined by the teacher would have kept students more actively engaged compared to asking students to read silently at their desk. This is because students are forced to listen and follow along at a fast pace because students do not know when they will be called on to read. Reading aloud also supports students who have trouble comprehending material during silent reading because they are able to hear the words spoken out
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).
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,
Mini-lesson: Readers learn to find clues in the text to support their thinking about what a character is thinking, feeling, and acting
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,”