I Need My Monster

The approach to the reading of the novel would be varied. It is anticipated that the class study would begin with a shared reading of the opening chapter to foster students' interest. A prepared reading by the teacher is usually much more involving than a hesitant reading-around-the-class activity (Sykes, n.d.). The aim is to motivate each student to read the

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

Every year teachers in the school tried making reading fun by incorporating fun games or activities that introduced a book of choice. They would go as far as creating activities that continued all week or until the book was finished.

Book Summary – Big Rain Coming is a lyrical story, told by Katrina Germein, set in an isolated Aboriginal community. It is a story about waiting for rain to come to their community and the tension that builds in the community as the rain clouds spread and darken. Whilst waiting for the rain, they wonder, when will the rain come? Author/Illustrator Bibliography – The author, Katrina Germein, was raised in Adelaide, South Australia. In the remote Aboriginal community of Minyerri, Northern Territory, she began teaching in 1997.

The learning activity chosen is for year 3 students, having the children chose a book they have read and enjoyed and get them to write up a book report detailing the Main characters, what happens at the start of the book, middle of the book and at the end along with the child’s personal connection with the book, what they think may happen to the characters after the story has finished and if they like the book or not and if they would recommend it to others. They will need to use the form provided to describe the main characters in the books and give an overview of what happens in the start, middle and end of the book. The children will also be required to explore the personal connection they have with the book and what they thought of the

She liked the idea of the story but the sentence structure and the vocabulary used made it hard for her to follow sometimes. I found myself stopping to explain what was going on or what a word meant often. This made the process of reading the book unpleasant. If I had been reading this book by myself I would have been able to read it in a couple hours tops but with reading it to her the process ended up stretching out over the course of weeks. She lost interest towards the end and didn’t even want to finish it with me. Granted she is a little younger than the recommended age range but with me reading it to her it shouldn’t have been as difficult for her to understand as it was. I worry that students reading this on their own will not be able to comprehend what is happening and wade through the vocabulary. I know that many of the vocabulary words could be skipped and a student could still comprehend the story but many of the vocabulary words that are more advanced are the words that give the story its fullness and richness. Without understanding those words the characters lose a great deal of their quirk and spunk. It is because of these issues that I don’t think I would recommend this book to students very often. Despite the fact it is only 148 pages I worry that it won’t be a good experience for them. I do think that there are times that this book could be good but not for the average

Literacy is a vital part of all later learning. Because of this, the children will engage in hands on activities that relates to what they have read and give them opportunities to make up their own versions, as well as make up their own stories. They will have a large group story time and a partner reading time. An ample variety of books will be available at all times. Signs with words and pictures will be posted around the classroom showing, daily activities, objects that are used daily, and the placement of toys and

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

Starting off with the Monster, he taught himself how to read with absolutely zero help at all. He was literally thrown into this crazy world all by himself and learned how to strive and prosper on his own. The Monster immediately taught himself how to read. This was a major key to his success in the world. By teaching himself how to read it showed him truly how the world worked and what all was in it. It soon showed him how terrifying it was, but he stilled learned an abundant amount of stuff from

In a previous lesson, the teacher demonstrated a “Think-Aloud” strategy with Gary Soto’s short story “Seventh Grade,” to teach students the elements of a plot. The teacher read the beginning of the story and then stopped to ask the students to identify information about the characters, the setting, and the background information that establishes the exposition of the plot. She repeated this process with the rising action, the climax, the falling action, and the resolution. The students recorded notes and observations in a graphic organizer.

The English department does a wonderful job of finding texts that keep the students interested in what they read, but challenges them with new vocabulary and terms they would not normally use. These topics are also at different lengths that target specific skills that all students need and at different levels so that students with different developmental levels can improve. The English department also works with our school’s library to find some of the newest books that the students will enjoy and do their best to bring those books in. The school’s librarian and one of our freshman English teachers have started a “Book Club” on campus so that students could read some of the newest books and be able to talk about them in an educational setting. Many students are a part of this new club and some of them have stated that this club has really helped them improve their overall reading and summarization skills.

Think about how your favorite stories began. In what way did the author start the story to catch your attention? What was it that made you want to cheer for the main character, the hero, as he or she ventured out? Open your digital notebook and describe your strategy and the reading skills you will use to succeed in this lesson.

Fiction books have a way of expanding people’s imagination. If teachers could find a fiction book that relates to what they are teaching, that can be better than a textbook. The situations and topics in fiction books are so exaggerated it gets the point across in a creative way. Those exaggerations open a kids mind.

I like the fact that when she asked the question about what happened to her sweater, her students immediately raised their hands. They were all into the story. They wanted to know more about the story. She taught her lesson very well. After telling her story and giving clues that defines main idea, she asked her class what they think main idea means. I think that it is a brilliant way to make your students think and connect. Her students were able to use context clues, and they were able to come up with their own definition of main idea. I noticed that Ms. Bannon used a projector to project the pages of the book so that her students can read along. It is a good way of getting student involved. It also allows for students to practice reading, while Ms. Bannon’s reading out loud. After that, she made her students communicate with one another. It is important to let students communicate with one another. Students interacting with one another is a positive learning technique because they can learn from one another. Also, that way Ms. Bannon is not the only one doing the talking, and that way there wouldn’t be so many teacher to student

This is a way for the students to understand what they are reading and to be able to put what they are learning from this story and from their teachers into what they will learn later on in school.