For My Second Practicum, I Wrote Two Lesson Plans Because

I would facilitate this activity in a guided reading style where I read the book to the class, but stop frequently to discuss new vocabulary, context clues, and to ask deep order thinking questions about the text. The guided reading would happen one day before our field trip to the theatre. At the theatre, we would watch a wonderful performance about Harriet Tubman and the Underground Railroad. The next day in class, we would debrief the play by taking about similarities and differences between what we learned from the play and what we learned from our guided reading book. During this discussion, I would encourage my third or fourth grade students to take notes, so that they have helpful information to use when they are writing their letters to their family

Half way through the book stop and have the students raise their hands to summarize the story events and make predictions.

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 went on to explain to Natalie that in retelling a story, it is very important to include all elements of the story. Together we went over the five finger retell strategies together so that Natalie could make connections from the visual on how to retell stories from now on. Next, I read the story Dog Breath: The Horrible Trouble with Hally Tosis. While reading the book I left out key characters of the story as well as the setting. I asked Natalie if anything seemed out of place while I was reading and she told me that the book sounded weird and that while I was reading it she became confused. We discussed how characters and the setting play a vital role when retelling a story and that paying attention to key details in a story can really help you become successful at retelling. I then reread the book to Natalie again but this time I added the characters and setting to the story. After I finished the book I had a five finger retell worksheet Natalie and I completed together. We went over the five finger retell story worksheet together and talked about what each of them

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.

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.

What did you learn about the process of reading in the video? Highlight at least two important new learnings!

When Student M retold the story, she began with a quick introduction and then focused her attention on the main character without providing any information about the other five characters

During the class, Getting into the Book with Marni Pingle, she covered strategies for comprehension which included; prior knowledge, making connections, questioning, visualizing, summarizing, inferring, evaluating, and synthesizing. I believe the most important of these is synthesizing because by processing the information the children create a deeper understanding of what they read. Both Pingle, Zwiers and Crawford (2011) feel Think-Pair-Share is an effective way to process information and help students increase understanding. Every week I select one picture book which I read each day and apply to a new reading strategy. The first day we usually retell so students understand what happened in the story. To scaffold and give

While teaching my second unit plan, I worked on providing multiple ways to differentiate instruction. I was able to accomplish this by presenting the lessons in different formats; for example I used different variations of games, lectures, peer discussions and hands on activities.

The teacher wrote down all of the students predictions on the board before they began reading so that while they were reading, if they were asked to evaluate their initial predictions they were able to look back at the board and see what they were and compare. When the students did come across a part of the story that was related to their predictions, the teacher would call on a student to read aloud that part of the story and then discuss with their peers and see if that made any of their predictions correct or did not match their predications at all. When the students were finished reading the story the teacher asked the students what was the story about and then called on some students to share their answers with the class. Then she explained to the students that the whole purpose of the story was to never give up after your first try. The teacher also asked the students if each page of the story was fiction or nonfiction and then she had them explain their answers as a class. Some of the student got fiction and nonfiction confused so the teacher took a minute and explained what each of them meant. The teacher then asked the students why they think that she made them read this story. One student responded and said because we may face similar problems in our life like the children in the story. When it was the students turn to read a page from the story the teacher would first let the student read the sentence aloud and take their

McGee and Schickendanz (2007) suggest that there be a second and third reading of the same book a few days after the initial reading. This serves the purpose to allow students to engage more gain a deeper understanding according to McGee and Schickendanz (2007) research. Repeating interactive read-alouds in a course of three days is another new idea for me. Although i think it’s a good idea, i worry that the students will get bored of the book. Given that, based on McGee and Schickendanz (2007) approach you will read the same book for three days , building on ideas and solidifying vocabulary, analytical thinking that fosters literacy development. For up and coming teacher i would suggest McGee and Schickendanz (2007) to discuss possible

To reinforce this concept, teachers can select and use stories that focus on sequencing words such as first, next, last, or finally (Novelli, 1998). Students should also look for prompts that reveal when something happened, what happened before, and what happened afterwards to help during a retelling of the events (Novelli, 1998). Students can work in small collaborative groups or with a peer partner to build a timeline using the taught word clues. The timeline can use visual drawings or sentence strips made by the students to sequence the events in a story (Leliaert, 2013). Students can also use this strategy to build comprehension skills in other content classes such as science and social studies (Novelli,

My CT asked me to conduct a small reading group session today! I met with four students with the highest reading level. She gave me a packet of level eight-teen and level twenty-four books. My plan was to start with the level eight-teen book. Then if I thought that any of the students could move up I would lead another small group with those students and use the level twenty-four book. I started out asking them to make predictions from the books cover. We did a picture walk and made predictions about what they book was going to be about. However, this was spur of the moment and I was not fully prepared. I had to skim through quickly to find a few words I thought would be difficult and also introduce the characters by name so they knew how to

My lesson overall was a struggle. Ellie was definitely having an off day when I did my lesson because she didn’t want to do the work herself, she just wanted me to tell her the answers and not think for herself. I started out by reading to her and then when I realized she wasn’t paying attention I stopped and restarted our lesson so she was paying attention and listening to the whole story. Then I asked her for details of the story and she couldn’t give me any details and was super confused with what I was asking of her and kept saying the wrong thing. Then finally she wrote down 6 points that explained what the whole book was about in detail with more help than I would have liked to have given her. Then I told her that on her own she needed to draw the 6 points we just found in the story, and she drew 6 points that were details from the beginning and middle of the story. We talked about how she was supposed to write down the 6 points we had discussed earlier and she said “oh”. So, after that I asked her