Breath: The Horrible Trouble With Hally Tosis

There were three sentences in her sample to retell the story related to the text and all were structured in the same way, the sentence beginning then in the text it says and then evidence given from the text. The student does not get a chance to voice her opinion or provide stronger descriptive words. During reading partners the student is working on retelling mainly the gist of the stories along with learning to sequence and this is then portrayed within her writing. During the retell of many stories, she is able to summarize in words everything she read, when asked to write this sequence down the student is unable to fully and complete write the words without the sentence stems and evidence from the text.

We entered the room towards the middle of story time, but throughout the remanding reading I noticed a few things. During the reading, the teacher spoke in a monotone voice and had little facial changes. As a child, I remember getting read to and how exciting it was to hear the different voice octaves in the speaker’s voice as they told the story. When the character was saying something exciting her voice, tone, and facial expressions should have changed to represent that excitement. This animation would grab the child’s attention and further build the student’s interest in reading. Additionally, I noticed how half the students seemed to be into the book, eyes focused on the teacher and/or making comments about the book when they felt necessary. On the other hand the rest of the students seemed less focused with wondering eyes that seemed to frequently find us in the back of the room. I didn’t fine my observations during story time too telling because the students were still getting use to us being

For the second assessment, we chose a level 2 story. This story had more words on each page, but the picture on every page still matched up with the words. We used the same process for assessment as last time, so that Eloise would recognize the process and remain comfortable in the situation. As before, Eloise was excited to demonstrate her reading abilities to us, but she was disoriented because she had expected to be rereading the same story. However, once she began to read the new story, she realized that she was capable of reading this

The vocabulary within the story was slightly unfamiliar to her. For example the circumference, radius, and perimeter were the ones she had the most trouble with. While we were working on the “Circles Overhead” activity I explained and showed her what the meaning of each vocabulary word because it was new material for her. While we were working on the word problems she understood the exercise very well and did it mostly without my help, the only trouble she had was multiplying large

The teacher will take turns having students read aloud by tapping the desk in front of their book indicating them to raise their voice to a whisper. Repeat until all students have read the story one more time. Students will then be directed to the graphic organizer in which they will be required to list the basic five elements using their “High 5 Retell” handprints. *Modifications- students will have the chance to number the events in sequential order if they are demonstrating difficulties to generate the ideas independently.

Think about how your favorite stories began. In what way did the author start the story to catch your attention? What was it that made you want to cheer for the main character, the hero, as he or she ventured out? Open your digital notebook and describe your strategy and the reading skills you will use to succeed in this lesson.

This type of activity requires the students roam around the room and revisit the different stories, the author's style and retell the stories to each other in order to sequence the events. It will provide additional time for the student to recall the stories.

I learned from this video that I need to be more mindful of the ways in which I will teach my future students about reading and decoding text. I need to show them how to look closely at details within the story so that they understand the shift in mood/tone, grammar and word usage. It is important for students to read at a pace that they are comfortable with in order to gain full meaning of the book or story. Also, it is crucial that they read at his or her own pace in order to make sure they do not miss details that could be important.

To help understand the story, I tell the students to go through the pages and attempt to foretell what will happen in the story. I have the students try to suggest which characters are grandmother Halmoni, Anna Marie, Yunmi, and Helen. As they try to find these characters, I ask my students whether they think they feel sad or happy. When we have done reading the story, I feel it is essential to have the students discuss whether their projections about what the story would be about being right. Then I ask the students what is the problem in the story and how was it solved.

My storytelling assignment was an eye opening experience into the vocabulary and imagination of my second grade student Lila. During rotations I asked Lila if she would like to tell me a story. I let her know that it could be any story, make believe or real, that she wanted to share with me. When asked if she wanted to draw a picture before or after her story, she chose the first option. She immediately started drawing a picture that had four fish in different colors and sizes and was explaining who the fish were as she was drawing. She stated “This is the mommy fish, this is the daddy fish, and this is the baby fish Lila, and this is Lila when she got bigger.” Then she began her story about a family of fish who went on an adventure, and

I like that she was able to tell me what each color was and how the monster dealt with anger. I notice that she is an active listener. I notice that she learned the word calm and what it means. Schickedanz and Collins(2013),” Story readings fosters vocabulary breadth by exposing children to many new words.”

Some of the goals that I met were making sure that the students understood that there are three different points of view (first, second, and third), the students understood the definition of a fairytale, moral, character, and narrator, also knew and understood the point of view from the “True Story of the Three Little Pigs” by A. Wolf, and to also make predictions about the story. I could have been more cautious of the way I was holding the book during read aloud. I think that I did a good job of redirecting the students stay on topic about the story. The students did listen to the story, but they also already knew what would happen at the end because they heard of the book before. I also saw that the students were very entertained when I

As children are attentive to storytellers, they listen to inflexions in words as presented in a compelling way; in fact, expanding their vocabulary helps them when interacting with their peers. According to Friedman’s second important position, storytelling offers the certain literary devices that contribute to enhancing children’s memory capacities. By listening and imagining characterization, anticlimax, and conclusion, toddlers are able to expand their intellectual horizons overall. Friedman employs poetic prose in her stories, which allows her listeners to memorize new words and understand their significance for the narrative. When Friedman was narrating the stories to the two-year-old Carey, she only relied on her memory to build critical positions of the plot, as well as important characters’ names.

My student read the entire book on his own with minimal error! This slight change in my lesson plan meant that I was no longer teaching a shared reading lesson, but rather a guided reading lesson. After my student finished reading, we proceeded with the lesson I had planned. We discussed the story, what happened, what plot was, and then the plot of this story. Then he used the story cards to retell the story. I labeled clothes pins with numbers one through six and had them on a piece of yarn to symbolize that the events on the card happened in order to form a whole story. After that we moved on to the writing

Opening with a story about the subject that will be discussed will allow students to become intrigued and interested in learning more, for the reason that the story will be on their level, which will help the teacher introduce the lesson appropriately. Additionally, the teacher can have a project that correlates with the read-aloud in which the students can work together and she can expand their learning by providing thought-provoking questions.