Components IIi - Guided Reading Phase

However, it would be easy to use this story to make more difficult scenarios and number problems. Then using the activity with students from third to fifth grade. I would use the book as a lesson opener to possibly switch up the class flow and allow students to ask questions and work through the story before applying real life people and cookies. Depending on how the students do with the activity I may choose to read the story again as a closer and ask questions on how we could change the story or write our own mathematical story.

The class began with a silent reading assignment from the next section in the text. While students read, the teacher individually checked in with each student to provide feedback on the previous nights homework. The homework assignment was to summarized the reading from the previous day in their own words. The teacher provided both positive and constructive feedback to all students, pointing out at least one successful aspect of their summary. This activity is very much in line with was the strategy of upgrading your interactive language discussed by Eric Jensen, “during every sing interaction with your students, make eye contact and affirm the good in them” (Jenson, 2013, p.25). If a student was missing an integral part of the story she would prompt them by recalling what was discussed before and provide textual evidence if necessary, and allow them to add to their response. She was very upbeat and supportive of the students, and her tone and language were both accessible and age appropriate. When giving instructions she used

This learning activity has the students looking more deeply into their chosen book using a more critical mind rather than just enjoying the book for its basic story line. It has them taking note of what is happening at each stage of the book and why these events are taking place, then taking this information they have gathered and developing a written report to convey their thoughts and ideas in the book along with developing the skills necessary to produce a piece of writing that is easy to read and understand for the reader. This activity also has a lot of hidden features to the task, such as using the correct grammar, development of sentence structure and use of creative thinking to make the piece interesting to the reader.

The students will be able to gather the information in the story, solving the word problem using their tools provide by the teacher.

To ensure that the students clearly grasp the theme of the previous day’s story, the students and the teacher went over this. Once the teacher had a clear understanding that the students can use character development to identify the theme of a story, she placed the students into three different groups and gave them

Two examples of reading response activities that I would incorporate with this story are making connections and predicting. Students can make connections about losing an object and learn to make connections with self, another book or the characters in the book. Students can also learn to predict. Each time that an animal comes into the story I would ask students to write or draw which animal they think will come next in the story. With this story students can also participate in two writing activities. In the story students can practice predicting through writing as well. For this writing activity I would pause the story on the page where the bear sneezes and all the animals fall out of the glove. After reading this page I would have students journal and predict what they think happened to the glove when the bear sneezed. Students can write and then share with classmates when they are done. Once sharing is down students will read on and find out what actually happen. Another writing activity the students can participate in is on an assigned prompt. The prompt would read my mitten is so big it could fit a blank. Students would have to respond and draw a

Students will read and identify the beginning, middle, and end of a mini story provided for them.

During the first week of the school, two professors had given her assignments to read a chapter before she came to the next class. That day, she had a couple of hours before she headed out to volunteer work that she signed up for at church, so she decided to go to the library after class and finish the assignments. She went to the front desk at the library, and asked for the two reserved textbooks. The person behind the desk, informed Traci, that students are allowed to check out one book at a time. Fair enough she thought, and she checked out a text book, found an empty table, sat down, and opened up the chapter that she wanted to read. Guess what? Her jaw dropped, because that chapter had 32 pages. It may not be a lot for many students, but knowing that

This activity was different, challenging and enjoyable for the students and teacher. I could see that the students enjoyed reading “I Need My Monster” (A.Noll) and so did I. The story was comical, intense, and exciting. The more they read the more exciting it became. They want to know what was going to happen before we could turn the page. The activity helped the students to understand and expand their vocabulary. The book brought out the best in them. Using new reading strategies. Vocabulary words in a sentence to get the full meaning. Learning about using the tool of predicting. What would happen, how, when in differnet stages of the book. Using the title, table of contents, and pictures to bring it all to life. It provided

I would place Bloom’s Question Starters at the “Assessment” portion of this lesson plan. One assessment guideline listed on the website says: “Students’ responses to the book that was read aloud in class.” Using these questions, the students and I would have an open classroom discussion about what occurred throughout the text. We would read the story together collectively and the students would be sitting on the carpet. After we’ve completed our activity, we would return to the carpet from our desks.

I also stated that the ELA teacher passed off the discussion to students merely soliciting their comments on the story’s “situations." The students responded to “situations” and back up their claims with proof within the story, however; there was no real direction or specific question initiated by the teacher. Moreover, when students responded, they seemed as though they were conflicted with story details on whether the story was reliable versus unreliable narration. In addressing these dilemmas, the teacher could have employed the use of the annotating strategy. According to Reading Rockets, “annotating involves the teacher providing information to fill in any gaps in information, reasoning, and assumptions due to the author not

In the introductory lesson, I build my students’ knowledge about nonfiction text and text features by identifying the different text features then defining them (instructional material 1.1) in lesson 2, I review the previous days lesson, learning task, and academic language, and vocabulary terms before I introduce the learning target and learning task of the days lesson building new knowledge to their prior knowledge (instructional material 2.1). Each lesson segment build on each other to support students’ development of the literacy strategy. The support and instructional strategy included in the learning segments are applicable to all of my all of my students learning needs, including my student on an IEP and my struggling readers because of my knowledge of my students’ assets which I used to inform my choices when planning my instructional

To support each focus student to understand and use this feedback to further their learning related to retelling a story by including the key details and sequencing the events, I held conferences with small groups that were created based off common errors of one of the focus students. Student 1, Student 3, and a large amount of other students from the class struggled with including all of the characters when retelling, most of the students only mentioned the three billy goats. The students in the class that had this common error were grouped together in two different groups for smaller sizes, to go over the responses of the majority of the class. The students were given a new 5 Finger Retell story to make the revisions discussed on. To help students understand feedback, we will also

When most students get assigned reading assignments, they fear that they might get a horrible story, but “Tell-Tale heart” would be a great story for those who fear those horrific grade drowning assignments.

4. Let students write their predictions on sentence strips or prediction card and place each prediction on the wall. Revisit the predictions once the action has been revealed in the story.