Interactive Read Aloud Reflective Report

The question that I have chosen for my inquiry project is: How can you improve performance in a first grade classroom with Guided Reading? I am interested in this since I teach first grade. As a first grade teacher I am always looking for ways to improve my class’s performance. Guided reading offers support to the students as they are learning. Rogoff suggested that “adults support children’s learning by structuring the task’s difficulty level, jointly participating in problem solving, focusing the learner’s attention to the task, and motivating the learner.” (Frey & Fisher, 2010, 84).

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

Write, or speak with a natural narrative voice, as if telling a story to a friend. Use complete sentences to express your ideas, and make sure that your explanations are thorough by providing details from the lesson. At least five complete sentences.

At the end of each part of the story, teacher must stop to ask a question that related to that part. For example, asking question after reading the “raising action

We entered the room towards the middle of story time, but throughout the remanding reading I noticed a few things. During the reading, the teacher spoke in a monotone voice and had little facial changes. As a child, I remember getting read to and how exciting it was to hear the different voice octaves in the speaker’s voice as they told the story. When the character was saying something exciting her voice, tone, and facial expressions should have changed to represent that excitement. This animation would grab the child’s attention and further build the student’s interest in reading. Additionally, I noticed how half the students seemed to be into the book, eyes focused on the teacher and/or making comments about the book when they felt necessary. On the other hand the rest of the students seemed less focused with wondering eyes that seemed to frequently find us in the back of the room. I didn’t fine my observations during story time too telling because the students were still getting use to us being

Encourage students to think back to this lesson when they are reading text. “If you come across one of these words or a new word that you do not know, use the sentence or sentences around the word to figure out the meaning.”

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

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

I used posters and brought in items to extend background knowledge. During the reading of the story, I asked questions that focused on the students’ comprehension.

Mrs. Nappier had me work with one student in her reading SIT group. He was having a hard time following along with the rest of the group. I had him practice writing his word family words. I told him an ending and he put different onsets onto the beginning to make new words. He did a good job working with me. I think having the one on one time helped him focus on the task given to him.

One aspect of my lesson that I felt went well in the implementation of my lesson was the information being grasped by the learners. Before I began my lesson, I asked the learners some questions about the fun phonics letter. I started off by asking the children if they knew what the fun phonic letter for the week was, then I asked them to tell me some words that begins with the letter “Dd”. Next, I read a story called “Harry the dirty dog”. Throughout the story I asked some questions to keep the learners engaged. I asked them questions like “what words that begins with the letter “Dd” did you hear?” I can tell they were engaged because their answers were never off topic. The learners were so excited about the end result of their letter “Dd”

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

My enrollment in school has familiarized me with timed writing before. Through my progression in the education system my experience with timed writing gave me practice and made me more comfortable with it. However, there are still areas where my writing needs improving. Being able to write proficiently in a timed environment requires a lot more practice than I have had. Nonetheless the WPJ practice assignment is a means for me to improve the quality of my writing. I will use it to determine my strengths and weaknesses as a writer along with analyzing the challenges I faced during the process of the timed writing.

On page 6/7, the narrative description says: “In response to their reaction,” but the reaction of the girls has not been shown.

I begin the lesson by sharing the learning goals. Then we review and discuss what we know about expository text and how it differs from narrative text.