First Read Aloud Analysis

In chapter five, by Cris Tovani, “Why Am I Reading This” explains how educators need to establish a clear reading instructional plan. In order to accomplish understanding students need to concentrate on main ideas from the readings. Tovani explains that it is vital for teachers to model how students should hold their thinking or slow down their reading. Throughout the chapters she gives examples as question strategies, highlighting text, or summarizing key points. As this will benefit students in their reading assignment. Tovani also explains throughout the chapter that teachers should model thinking aloud. This strategy will benefit students on how to negotiate difficult text.

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

“Anderson, what’s the DOW stock valued at today?” inquires a wealthy businessman, with a hint of concern. In the world of wealth management, this is not an uncommon question, considering that stock holders obsess about their return on investment. Similarly, in the world of academia and educational research, authorities obsess about effective instruction and frequently ask, “what is the current value of literacy?” Educator Jim Trelease uses his book to answer this (The Read-Aloud Handbook, 2013). Academically, Trelease gives readers a synopsis of why classrooms need reading aloud time and how they can capitalize it; in addition to the facts, Jim uses a personal tone to remind readers that literacy education is an investment in everyone’s future.

For the next read aloud I would definitely do things different. For an examples I would read the book aloud before I do it in front of the class, to see how long it takes. Then I would come up with questions and have the questions simple enough for them to understand whats being asked. But keep the question good enough for them to know if they comprehension the story. And ask questions throughout the story to keep their interest with me. I could tell some of the student was not interesting with the book I reading to them.

Sometimes I have the girls read a page altogether, at times all the boys read at once, sometimes I read a page aloud and other times the east or west half of the class. I can see that this takes the attention of the student who isn’t such a good reader and it this strategy does well in my classroom. There is good comprehension questions listed in my teaching manual that I use. After the execution of the new joint center standards, I have learned that I should have the students review the story. This is an issue I plan to add to the lesson.

questions and gather evidence related to how the text builds tension in the reader. Students will then use this evidence to

One important concept I noticed while reading this chapter is how influential a child’s development is to their response to reading. Many children read books that are common for their stage of cognitive development. For example, according to Jean Piaget, children in the sensorimotor stage are more inclined to read books that appeal to their senses. This is why children, ages birth to two, enjoy tactile, rhyming, and picture books. During this stage children learn how to properly hold a book and how to turn the pages. It is until much later that children have the ability to read and understand chapter books. This skill is usually obtained in the concrete operations stage. This concept is extremely important because an educator’s

The purpose of this paper is to review the research and theories that support how students learn to read while reflecting on the best practices in reading instruction and how these theories have influenced my teaching as an elementary educator. The focus of this paper will be on the theories, theorists and models from the book, Lenses on Reading: An Introduction to Theories and Models, before formulating my own opinion on best practices in reading instruction. Theories and models within this paper will be connected to one or more of the thirteen core understandings about reading and learning to read. Finally, the influences these theories and theorists have in had in my own thinking and my personal beliefs about reading will be summarized at the conclusion of this paper.

The curriculum for reading with a group of second grade students is, teaching the students how to interact with the text by asking questions and answering those questions. Having the students learn how to ask “who, what, when, where, why, and how” is the first step for new readers to understand what they are reading. The students are learning how to pick out the key ideas and details within the story to help fully understand the concept and meaning behind the writers words. Students need to be able to describe what they are reading and pay attention to the story’s plot. Second grade students now have the ability to understand the reason behind the characters actions within the stories that they read. This short story in particular serves the purpose of learning how to pick out the key ideas and details for new readers.

The two revisions techniques that I found helpful was reading my work aloud and asking a friend to read over my work. Anytime I am doing some form of writing whether it’s for work, school, or for personal use I always go back over work just take make sure there are no spelling or grammar errors. There have been times when I found myself reading over it a second time and found small errors that I missed the first go around. When I do read my work aloud it’s kind of hard reading everything from a computer screen sometimes so I will print the document so that I am able to mark the errors that I have found. Asking someone else to look over your work is always helpful because there may be times when they find a mistake that I wasn’t able to find.

This resource had been created to encourage a child to learn to read through play. It is in the form of a game and it is aimed at helping a child repeat the words that extra practice is needed from a book that has been read. The resource created is a game that incorporates play and praise in which are essential skills to support a child that is learning something new. Games enable all children to develop skills without pressure and are particularly important for children who may be less confident (Lindon, 1993). The ‘Let’s Read’ game can be used for a variety of ages as the words can be changed and personalised depending on the child’s reading ability. This game is a good way of helping to teach a child to read and improve on words that they struggle with because it is taught by learning through play, therefore the child is less aware they are learning and it is a fun way to practice. The child is also receiving praise and reward through the star reward sheet that comes with the game. By

The importance of knowing the child’s reading interests is emphasised within Hill’s textbook (2012 p.429). As a teacher, one must know and acknowledge the student 's interests. This helps in being able to plan topics and ensure that the activities and content are engaging. Integrated learning such as this enables the children to understand and draw upon their own experiences. The reading survey (Appendix 4), assisted in getting to know what Child A was interested in. Throughout the interview, it was found that she enjoys exciting stories with a focus on fictitious characters and plots (Appendix

However, the second method being discussed in this paper, the whole language approach, focuses much of its attention on making sure the student understands and enjoys what he or she is reading. Whole language instruction occurs when a student acquires language rather than learning it through direct instruction (Brooks 35-36). This method is more child centered than teacher dominated, because the objective is for the student to learn how to read through talking and doing rather than through passive listening. Unlike phonics, whole language uses a variety of ways to give students the opportunity to interact with the text they are reading. Questioning, discussing, problem-solving, listening, writing, drawing, and dramatizing are among the ways students interact with text. Students are also encouraged to implement simple strategies while reading such as: reading the sentence and guessing what word will come next, looking at the picture on the page to help figure out the sentence, and also rereading the sentence for clarification. This method also does a good job in allowing the students to engage in text at their own speed and often in their own ways (36).

Encourages children to read familiar stories independently by relating illustrations to the text. (Vukelich & Christie, 2004, p.8)

A practice in particular that is considered of high importance in a literacy program is the text analyst, which involves critical reading. Winch et al, (2001) describes text analyst as the way readers analyse and accept or challenge the authors point of view. Working from the belief that texts contain the authors prejudices and preconceptions and that the readers therefore can read critically, taking into account the writers view and opinions. Teachers use this practice by asking pertinent questions to try and ascertain the child’s interpretation of the book in question and it is up to the teacher to try and ask the student relevant questions to draw upon the child’s feelings, ideas and what they think about the text.