Compare And Contrast Mcgee And Schekendanz

The relationship between a parent and their child is a very important relationship in anyone’s life. An example of children being affected by their relationships with their parents is evident in the following pieces of work. Death of a Salesman and The Apprenticeship of Duddy Kravitz both share similarities between the father and son relationships shown within the novels. The two books both share the idea of having false ideals within the relationship between a father and son, the father does not treat women with any respect, therefore the son follows in his footsteps, and the relationships simply lack a bond between father and son. Death of a Salesman by Arthur Miller and The Apprenticeship of Duddy Kravitz by Mordecai Richler, show significant

It is one of the most important strategy teachers can do with a child. Interactively reading aloud to children has them actively involved in the process. A teacher has the children asking questions and making a prediction. Shared reading helps the students build a framework to draw attention to vocabulary. This read aloud strategy should have carefully thought-out questions. For example, a shared reading activity for Chicka Chicka Boom Boom: First, point out the cover of the book. One should point to the words as you read the title, the authors, and the illustrator. According to the Resource in Early Learning, Chicka Chicka Boom Boom has a lively musical rhythm. As you read, emphasize the beat and rhythm of the words. Have the children join in the lines that repeat. It is also important to point to each letter as you read. After reading the book ask questions such as, “What happens when all the letter get to the top of the tree” or “Let’s count the

Number 4- I know this has changed through the years, but we have tried to hold tight to the 5 days a week-30 minutes a day, in addition to classroom reading instruction configuration. As we move forward does it still have to be 5 days a week?

Shared book reading focuses on developing comprehension, alphabetics, and general reading achievement to enhance student literacy achievement. The teacher selects a text and reads it aloud to a student and/or group of students. The shared book reading program allows the teacher to model reading strategies, increase alphabetic skills, and activate and increase comprehension skills through targeted questions, prompts, and strategies. During the reading the teacher prompts students with strategic prompts and/or questions to engage the students in the text. Moreover, the teacher directs the students to key elements within the pictures, words, and/or text features. The teacher tailors the shared reading experience to meet the needs of the participants (International Reading Association Common Core State Standards (CCSS) Committee, 2012). Hence, educators are able to alter prompts, questions, and strategies to enhance the learning needs of

The strength of shared reading has been well documented by many researchers in the field of education and thus is a widely used practice among elementary teachers. Researchers have concluded the importance of shared reading experiences as it gives students opportunity with texts that helps “facilitate the

The intervention used first was the Peer-Mediated instruction with repeated reading (PRR). During this phase, the students were seated across from each other. The students were then given a copy of the passage, one in which to read, and the other in which to mark the time and note any errors observed, along with a stopwatch. Both students began reading from the selected text for the pair for a duration of twenty minutes at the beginning of the class. Next, the “paired reading” time consisted of each student taking turns reading using only a whisper. To ensure the fidelity of the intervention, measures were taken to ensure that one student didn’t have to be the first reader every time. During the read aloud, the student who wasn’t reading would follow protocol and read the following sentence “Stop. That word is _______. What word? Yes, ________. Please read that sentence again.” After the paired reading time, the reader would then be asked to read

For a read aloud the teacher is in control, so the teacher will be reading the book while the students will be listening to the story. The level of the book should be at or above the students level. The stories that are read to the students should include a wide variety of genres for the students to enjoy. The teacher should be modeling what good readers do. Students should be able to see the pictures/text.

Starting this year, every day we start class with ten minutes of independent reading time. I really enjoy this time. It allows me to choose genres that interest me, which in turn encourages me to read more. As I start reading

I always had a really hard time finding motivation to read during school. I liked the idea of a good story but I hated the act of actually reading. One other major problem was that I never thought a book would be good enough to commit that much time to it. That being said, having a my classmates suggest a book for me or being able to use their comments and review to help pick out a book would have been super helpful. Instead of trying to take the word of my teacher, I would be able to have a review or a suggestion that I would have seemed to be much more relatable. Also, being a history major, I feel that using the reading out-loud method would be really helpful. A lot of the material I would potentially be teaching would cover a lot of big names of people and places, so to work together and read aloud so they were able to hear the names out loud and hear how they were supposed to be pronounced would be a major help for them.

Overall, the read aloud lesson was a great experience in which I learned many aspects about myself. I believe that conducting more read aloud lessons would help me improve in tone and fluency for reading. Also, in my opinion, an interactive read aloud is a great way to assess students’ knowledge of the central message of a book. I will use the interactive read aloud lesson in my future classroom ever change I get to help my students be

The second learning outcome is General Outcome 2, “Comprehend and respond personally and critically to oral, print and other media texts” (Alberta Education, 2000, p.16). The educational assistant was successful in developing this learning outcome by having the students re-read and pre-read chapters together. Repetition helps improve speed, memory, confidence and understanding. The students are spending a lot of time sharing ideas, discussing, exploring and explaining their understanding with each

The reading apprenticeship appears to be a viable model for reading instruction, particularly in the upper-grades. I like the idea of "text talk" as an opportunity for engaging young readers in texts that interest them and promote meaningful discussion that is driven by intrinsic motivation. The "Knowledge-Building Dimension" also seems well conceived towards helping students see how their own cognitive processes inform their reading ability and also helps them come to recognize the necessity of literacy as a power that will help them lead a full life. I am often amazed by the stigma reading has in society. Seeing reading degraded as a purely intellectual commodity rather than an essential necessity to life is just nonsensically and sadly

In my five years of being a third grade English Language Arts teacher, the implementation of guided reading has been my biggest struggle. My school has fully adopted the guided reading program within the past 2 years. A guided reading library and books for professional development have been purchased, but very little training has occurred. The journey of learning how to successfully teach Reading using Jan Richardson’s approach to guided reading has been a challenge to say the least. Scheduling has been the largest obstacle I have faced in implementing guided reading in my classroom. I have spent this summer researching and reading about guided reading in an attempt to gain further understanding of the process and the outcomes before the next school year begins.

Over the years there have been many different types or ways to deliver reading instruction in the classroom setting. Teachers struggle to find the best thing for their students and what will benefit their students the most. Teachers have a hard time trying to figure out to make sure all their learners are met, they are working one on one with students who need and be able to manage classroom behavior. Two sisters Joan and Gail decided to come up with a framework that gives students choice and benefits their learning. Joan and Gail’s framework is The Daily Five and Café. Another popular framework is Literacy Centers. Researched in depth, the two frameworks have a lot in common but still some differences.

I’ve never been one to read much outside of school without being assigned to do so. After looking back at my childhood I think I finally understand why. When you’re a student in elementary school teachers want you to be interested in reading and they tell you that it will make you smarter. Their approach to this is to assign you many readings during your early school years, have your parents sign that you actually did it, and make you write book reports about what you read. I remember when I was a kid I absolutely hated some of these exercises and absolutely loved some of these as well. I distinctly remember being in kindergarten and having to read a book to a high school student. The five year old version of me was more than embarrassed when my reading skills were not up to par and I was having to do it in front of a teenage boy. I also remember being in fifth grade and having to read one book every two weeks and write and draw a report on it. I loved this. Probably because for once I got to choose my own books and they were never assigned for me. I thought of it as a