However, I did take a class last semester, and I was required to conduct a read aloud to my classmates. This was a great way to practice how to do a read aloud correctly, so I really benefited from this because I had already practiced the correct way to do a read aloud. In this class we learned stuff like how to properly hold the book, when it is appropriate to ask questions and how to effectively switch between eye contact with the kids and reading the book without messing up. These are all small things but they have a big impact when preforming a read aloud. During my read aloud with Tina Gwyn’s class I was able to do those things well, as well as the more obvious things like: volume, pitch and pace. I was a little worried about some of these things, but overall I think I ended up doing…
I chose to create a story box of one of my childhood favorites, Katy No-Pocket by Emmy Payne. I can use this story box in the reading center in my classroom. The students in the center can retell the story with the props. Before this story box becomes a part of my reading center, I would do a close reading of Katy No-Pocket. I would focus on the story elements to make sure the children had an understanding of the story itself. I would talk about the characters, the settings, the challenges that Katy faced and how she felt through out the story. I would also use this lesson to practice sequencing of events.…
When students can make real world connections to what they are reading they become better readers, and by engaging in active discussion with others, the cumulative experience of each student further deepens their understanding. In my Educational Psychology class, I learned about the work of Vygotsky who was a proponent of social learning with students learning from one another in their zone of proximal development. The conversational strategies discussed by Ketch are a perfect fit for this developmentally appropriate style of learning. and these conversational strategies area ideal for group collaboration and learning. We have discussed literature circles and book clubs in class and read about both in Literacy for the 21st Century, the effectiveness of these activities depends on the way in which a teacher sets these up, providing guidelines and setting up expectations for behavior (pg. 346). These forums provide an ideal platform for the cognitive strategies for conversation if the teacher “modeled positive group behavior and appropriate discussion skills and demonstrated how to use their responses to deepen their understanding.” (pg. 347). Additionally, we learned about comprehension strategies in chapter 2 that mirror the strategies in the article and prepare students to become strategic readers; activating background knowledge, determining importance, summarizing, questioning, visualizing and monitoring (pg.…
The teacher can invite students to anticipate the storyline, then read the story to the students, stopping at significant points to ask for predictions of the story. Another method would be to ask students to restate the story from examining the pictures. Covering word parts with sticky notes and asking the children to predict what word is under the sticky note can also help students with language deficiencies (Tankersley, 2016).…
Kimberly is a sweet and hardworking student. She is very enthusiastic about reading and love fairytale books. Kimberly struggles with reading from the beginning of the year. The area of phonics specifically had been the hardest part of the reading process for her. The Qualitative Reading Inventory (QRI) was administered on April 18th and helped as a diagnostic tool to make proper decisions and develop further an intervention plan for the student. She was struggling with the word list form the QRI assessment. She identified 12 words and scored 60 percent of a 100%. It was difficult for her to focus because her attention span is very short. Some words she was unfamiliar with or difficult to decode. It was easy to see the frustration when we…
During the reading I would pause the students and have them summarize verbally what we had learned from that…
When I first volunteered in school I did one to one support with reading to junior children. To begin with I would only ask the children to tell me the title of the book, read the passage on the back cover and make their mind up if it was a story or factual. While reading I would encourage them to sound the words out themselves.…
Some characteristics to look for in a reading approach are engaging strategies for low, middle, and high achieving students that provide meaningful experiences and develop literacy skills. Some activities that can be used to increase students’ reading skills is repeated readings, concepts of print, comprehension strategies like predicting and asking questions, and building vocabulary by creating word walls. These activities can be implemented in small groups or partnered work and as a whole group.…
Shared reading is an interaction between an adult and child during the reading of a book whilst children engage with the dialogue (Button & Johnson, 1997) Through shared reading, children gain literacy related knowledge that suits their developmental level, in this case emergent literacy (Horner, 2004). Emergent literacy is a term used for the attainment of literacy based skills and concepts by pre-school aged children (Button & Johnson, 1997). These skills include but are not limited to; phonological awareness and letter recognition, whereas communicative aspects of literacy are; concepts of print and the comprehension of texts. These components of emergent literacy can be developed through shared reading. The text “That Pig Can’t Do…
It is also a good idea to find a book that your child likes and to keep reading it, as they will begin to anticipate where the story is going and what word comes next. This can help build their confidence as a reader because they will begin to recognize familiar words on the page. As your child gets a bit older and becomes ready to start reading for themselves, you should allow them to start taking over the reading. You can begin by sounding out letters and words together.…
Teachers have long recognized the value of using trade books in the classroom. They use them to enhance the curriculum when studying particular topics or concepts or as models when teaching writing style, genre, voice, audience, theme, character development and plot. Teachers use trade books to foster interest in and appreciation of literature and to motivate students' independent reading. Teachers not only recognize the value in using trade books to enhance the curriculum and motivate young readers, but also know that expanding their use beyond the traditional read-aloud story time helps students develop and understanding of reading for different purposes and of meaning construction. using trade books to teach comprehension strategies…
I currently approach the reading in the course very cautiously. When reading any of the material in or out of class, I take my time. It is important to do so because by going to quick, there is a chance of missing some of the material. By reading slowly I can assure myself that I have better chance of taking in more information. Also by removing myself from any distractions, I can concentrate harder on the things that I am reading. Preparing for my reading sessions in advance helps to optimize my chance of greater concentration on my reading materials.…
The third standard that related to my experience reading aloud to my cousins was describing the relationship between the text and the illustrations. One specific example that I remember as I read Horton Hears a Who to Alec, was spotting the speck of dust. On every page of the story we would try and find the speck of dust that was in Whoville. It would be like a little scavenger hunt because I would read the page and then we would look for the speck of dust together. Overall I had a great experience reading aloud to my cousins and I loved every minute of…
When reading to students or encouraging independent reading, students can have limited information about the topic of the book. The role of the teacher is assuring that students understand what they are reading, and to ask questions as they are reading. Tompkins (2014), explain several methods teachers can use to check if students understand the reading. One method is asking students to make predictions as they are reading the story. By pausing in specific areas, students reflect on what they have just read, and what they think might happen next (263). Pausing the story in specific areas will help teachers check for understanding and analyze the areas students are having challenges. In several classroom observations, I have seen teachers have…
Children need to be exposed to these strategies because “Knowledge, indeed...is also power; not only is it excellent in itself, but whatever such excellent may be, it has a result beyond itself (From The Idea of a University).” If children aren’t exposed to reading and writing strategies it will be hard for them to obtain useful and meaningful knowledge, which is needed to accomplish success. “ ...knowledge is not a mere extrinsic or accidental advantage… it is an acquired illumination, it is a habit, a personal possession…(From The Idea of a University). One important reading strategy is knowing how to mark a book as you read. “Marking a book won’t make understanding drop from the book’s tree, but it becomes a fruitful enterprise if the marks help one discover patterns. Patterns is the key to reading… (All books are coloring books).” Patterns are important in any writing because they help a reader identify style and main ideas. If a person is able to identify key points it makes it harder in adulthood,when they are faced with contracts and documents, to be tricked or deceived into signing or agreeing to unfair terms. Additionally it is important to know how to read and write between the lines, “Unless you do, you are not likely to do the most effective kind of reading ( How to Mark a Book).” Anyone striving to achieve literary success…