Direct Reading Activity

Today was super. I was given a guided reading group during the literacy block. I was nervous to do the guided reading. However, I felt that it went exceptionally well for my first time. I also learned more about the students and their reading capabilities. Some were more fluent than I expected. Others could not read as well as I thought they could. I also noticed that a lot of the students guessed. They added words and used the pictures to read the sentence. During the guided reading I was also pleased to find how well they behaved during guided reading. They were so enraptured by the story and the pictures. They understood the story and could tell me the important pieces (characters, setting, significant event, etc.).

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Guided reading is something that I found interesting that I would incorporate in a classroom. The first step, as the book states, is the teacher picking materials for their students to read. The teacher needs to make sure that they give each student a copy of the grade appropriate material. When the students are in the beginning stage of reading the teacher introduces new concepts/ vocabulary. This will help the students when they begin reading the material. Once the teacher has gone through the new concepts/vocabulary they let the students read the material. When the students are reading the teacher show keep I eye out for any students struggling with the material or for students that might have a question. The final stage of guided reading

It never occurred to me before to take some time and evaluate my reading process and my reading habits. I’ve done tons of readings throughout my whole life, including articles and abstracts for school and just some novels and fiction books for entertainment. However, I barely paid attention at any of my reading routine. All I was concentrated on were either getting the information I need from the text or, in case of a novel, enjoying the plot. Up until recently I had no idea if the way I was reading is productive or not, but after accomplishing my assignment for English class to read the texts from “On Creative Reading”, I tried to look at my reading process from a different angle.

Based on the outcomes from Day 2, what can you determine regarding the effectiveness of instruction of the group lesson and rotations/center activities? The second lesson was taught using a guided reading approach and the class discussed important text features that were present in the passage they were to read on their own. I had high objectives for students since the answers to the formative were covered during the guided reading activity. Still, there were students who did not meet my objective, even though all the grades improved Based on the spreadsheet, the students that did not meet the objective are individuals I pull during independent reading for support or struggle with staying on task. Students may benefit from a friendly reminder to stay on task or have the questions read to them to ensure they know what the questions are asking them. The students who meet the objective benefited from the guided reading practice and will do well utilizing the same skills they learned in center 2 and 3.

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

Euphemism are types of words that make things sound better than they are. Dyseuphemism are types of words that make things sound worse than they are.

Hello my name is Laverne Ellis I am your literacy coach for Lowes Grove School. Ms. Brown expresses that she is uncomfortable with the structure of a guided reading lesson to her low level group, and her goals is to engage them, check for understanding, but most of all motivation while reading which will help to move this group. I met with Ms. Brown to discuss guided reading, tools, activities, and the length of her instructions while teaching, and is there any movement as a way to act out, perform or role play during this reading lesson. I will create, model, co-teach, find suitable resources, implement

With all the new advancements with technology our reading behavior has no choice but to change with us. Author Nicholas Carr states, “the Net is becoming a universal medium, the conduit for most of the information that flows through my eyes and ears and into my mind”. Author Ziming Liu says that we are spending “an increasing amount of time reading electronic documents” where a screen-based reading behavior is emerging. Our new generation is the digital media generation. You either need to keep up with it or be swept aside. Change will happen no matter what.

Reading and writing have always been pleasurable activities for me. As stated in the first heading, I have enjoyed literature ever since I was young. As far as a preferable reading category, I have always enjoyed fictional series, however, as I get older I enjoy reading more nonfiction from a learning standpoint. I find more pleasure in learning about subjects that I am interested in rather than entertaining my imagination. The only magazine I get every month is the Men’s Health magazine because I thoroughly enjoy learning about fitness, wellness, and overall betterment of the human body. The frequency of my reading depends on my schedule. Normally, I can only handle one book at a time, so if I am assigned to a novel in school then I focus

It is important to use rapid pace, explicit and concise questions, and to use enthusiastic praise immediately after a child responds because the students who are struggling are falling behind their peers, using a fast paced can lead them to catch up within a short time frame. By using a fast pace approach students have less time of being distracted, it keeps them focus on the material. To be explicit and concise the teacher fist needs to model the activity he/she wants the students to do, for struggling readers they need to be taught first of what they need to do to learn the material (Richards & Leafstedt 2009). By demonstrating to the students what the teacher is asking for they get an idea of what is expected from them. Once the teacher demonstrates the correct way to do it,

On June 5, 2015, from 2:00-4:00pm, I participated in a guided reading walkthrough at Woodley Hills Elementary School. Prior to this, I had already met with 2 of the reading specialist to get insight on what kind of walkthrough I would be seeing. During that initial meeting, they informed me that WHES was currently a target school for improvement in the area of reading. The school had to create a strategic plan for improving reading levels for all students. Their strategy was to provide professional development in the guided reading program as well as conduct walkthroughs to see if teachers were implementing what they learned and create additional professional development on weak areas.

- open our eyes to the world around us and teach us about the lives of other people in

Reading Learning Target- We will learn that when researching an argument, it is important to grasp (investigate) all the sides of an argument early in your research.

In this digital library environment, the traditional library system and services are being replaced by new techniques such as library automation, collection development of e-resources and networking of libraries. There has been tremendous change in the information world. Everyone has to adopt these changes such as printed to digital form. A perpetuation is a set of procedures, activities and preserves all the documents long term, preserving their content. This paper provides an overview of the major perpetuation activities, definition, concept, process and types of media for perpetuation. This paper also presents the perpetuation standards of library materials.