Kindergartener Eloise Assessment Essay

Children are encouraged to communicate their needs, feelings and thoughts. They are given opportunities to choose and use reading materials.

While reading the story, I asked Cindy to imitate and reproduce either an action or sound after I modeled the sound or action for her. For example, I stomped my feet when I read, “two shoes go CLOMP, CLOMP.” I then asked the student, “What did the shoes do?” According to Raver (2009), “Imitation is a major milestone that permits children to learn new skills efficiently” (p. 155). Raver further explains that students become more involved and pay more attention to the lesson when they physically participate in the stories by performing the actions of the character (Raver, 2009). Cindy was able to imitate three out of five actions and two out of two sounds I asked her to imitate.

I like that she was able to tell me what each color was and how the monster dealt with anger. I notice that she is an active listener. I notice that she learned the word calm and what it means. Schickedanz and Collins(2013),” Story readings fosters vocabulary breadth by exposing children to many new words.”

For my fourth session with Anna Claire we went over comprehension. At the beginning of our lesson we read the second and third chapter of Sarah, Plain, and Tall. Before we began reading I wanted to go back over what happened in chapter one. I then asked Anna Claire what she thought would happen next in the story. I modeled a sentence that I thought would happen next then I had her write down two complete sentences on what she thought. We read chapter two and three together. After we finished reading I picked out a few words from the story to work on vocabulary. I choose some difficult words to make it challenging. She knew a few of the words, but most of them she did not know. We went over the ones she had trouble with and drew pictures do

In my early elementary classroom narrative reading comprehension will be taught using great examples I found in the textbook. One example, Telling Tales is a prereading discussion activity in which students make predictions about the events in a text by drawing inferences from the visual elements (Cooter and Reutzel, 2015. P.261). Students will look at the pictures in the book and make predictions on what they think the book is about. After reading the book students can then determine if their predictions were right or wrong. Another activity from the text book is Three-Step Frames. It is a visual activity that can be completed before or after reading and students working in pairs or small groups create a series of three pictures to retell

During the third grade ELA class at Sharpsville Elementary, a family reading survey was distributed to the students to take home On Wednesday, October 25th the completed survey was returned from families regarding the information to help better understand their child. The majority of the completed surveys were interesting to read and exciting that some of the books read or caught reading from their child reflect the same interest from my childhood. Discussed in this reflection will include some interesting responses, my vision of families as literacy partners, and how I apply this information as a teacher in the classroom.

Literature is an important factor in people of all ages' lives, especially young children. If young kids can learn to love reading and writing at an early age, it will carry with them throughout their teenage years and adulthood. This is the reason that I started the Learn to Love Reading project as my Silver Award. I spent 50 hours of my own free time planning, organizing, fundraising, and executing. My overall goal was to establish this light inside of kids so that they can love reading for all of their lives. To do this I constructed a team of 10 kids my age to help run a four-week reading program for children grades 1-3. I organized a weekly theme and ordered dozens of books to go along with that theme. I also created crafts for the kids

Families are often encouraged to provide a variety of reading material for their children, especially at an early age, to give children plenty of options when learning how to read. When children are provided with a variety of reading material at home, they see that a high value is placed on reading. If parents value reading at home, children tend to value it also, and the more a child is encouraged to read at home, the more they will want to engage in reading in general. By being involved in their child’s reading development, parents can give their children a firm foundation to reading prior to entering grade school which will lead to a lifetime of reading enjoyment and

Children’s Literature helps the children to understand themselves, others and the world around them (Thibault, 2014). Eric Velasquez mentioned that “Once a child sees himself represented in a book, his existence is validated, and he feels that he is part of the world.” (Velasquez, Para. 2, 2014). Research over the years revealed how the children’s life experiences are reflected in different literatures. (Flint, Kitson, Lowe, & Shaw, 2014). In the twenty first century, children’s literature is not only about reading books. The way of teaching children to read and write is characterised by being intellectually complex, engaging, challenging and interactive. These days, the children are into digital and multimodal technologies that promote open ended possibilities for meaning making and interpretation (Flint, et al., 2014 ; Kress, 2003).

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

Student is able to answer the W questions such as who, what, why, when, and where.

Comprehension is one of the five essential components of reading. Through modeling and independent work, students will become aware of the importance of identifying and understanding essential story elements. Students will demonstrate their comprehension through the use of a graphic organizer as well as a class discussion.

Reading was by far my favourite form of entertainment as a child. My first memories are of my parents reading to me, and then when I could read independently I constantly had my nose in a book. I remember excitedly going with my mum to join the library in town. The overwhelming shelves of children’s books surrounding me smelled like adventures not yet discovered. My only dilemma was which adventure to choose. I thank my parents for encouraging my love of reading. It is one of the best things a parent can do for their child, as it has a wide chain reaction in so many areas.

As the child snuggles into bed, the mother opens the worn-down book filled with vivid, colorful pictures and words flow out her mouth one by one. This is the scene of many homes every night across the country, but it never was in my home. Reading to children at bedtime is not part of my parents’ culture because they lived in a country where books had never been easily accessible outside of school. It is at school is where I got exposure to reading and writing and where my literacy journey began. Since then, my reading and writing has gone through a roller coaster course of events which has lead them to where it is now.

Samantha, Brock, Liz, Scott, and Emma will write 2-3 questions before reading and 1 during reading. After reading they will answer their questions. While students are working on this I will be going around the room answering questions, making students are on task, and helping as needed. I will then preview the three vocabulary words on p. 176. Next, I will preview the chapter by giving students a brief summary of the chapter and then partner discussion. Once they discuss with their partner we will have whole class discussion. Next, I will do the Visual Literacy section based on the photo on p. 177. Then, I will preview for tomorrows lesson.