Essay on Learning Outcome 4 Assessment Criteria 4.4, 4.2, 4.3

Give each student a copy of Student Close Reading Text – Copy 1. Read it aloud to students as students follow along. Read it fluently, not stopping to

Reading the story as told by a young child gives the audience a deeper understanding about what the next

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

Once the students returned from PE, students were directed to have desk cleared off. Ms. Kennedy began to discuss the weekly reading selection. She then led them to take out their reading workbooks. This week's reading selection was the Great Kapok Tree, and their skill associated with the lesson was the generalization. The workbook had approximately ten pages per story. The students were taught the pronunciation of each vocabulary word and their meaning. They were then given the opportunity to answer questions associated with the vocabulary words. One activity was filling in the missing word and reading sentences that had the vocabulary word in them. The students were tasked to identify the proper meaning of the vocabulary word embedded in the sentence. Ms. Kennedy worked with the students to identify the appropriate responses for both activities. After Mrs. Kennedy had completed both activities, she directed the students to complete the first reading worksheet of the story

The activity was introduced at large group time. I told the children that the alphabet letters went missing and asked if they could please help me find them. Olivia took each small group down to

I walked with them to the library and I helped them with signing onto their I-Ready. A few of them I had to help and the rest of them knew how to go and sign into their I-Ready without any help. Mrs. Alluve told them they had to start on Reading first and that is what they did. The assignments they had to do required earphones so each of the students had their own earphones. While they were working on their assignments, I walked around to make sure that they were doing what they were supposed to do and I also wanted to see what their reading assignments were. The students had to listen to sound of the letter and then find the right word that starts with the letter it told them to

The last component for the first read aloud session is comments and questions to support and extend the students comprehension. Due to the fact that young children are having difficulty engaging in analytical thinking, it's helpful if there's teacher modeling and questioning to help expand a child's comprehension. During reading, teachers should make comments that would promote the students analytical thinking by making inferences, predictions and the characters feelings, thoughts and motivation. After reading the book in its entirety, teachers should also ask why questions to help the child make inferences and questions to help broaden their explanations.

Focusing on reading comprehension by having the child fill-in-the blank for various questions regarding understanding of previously read materials;

During our field observations this semester we were given the opportunity to lead a read aloud in the pre-k classroom we were in. It was challenging and exciting chance to be interactive with the students and they be interactive with me. My impressions of my read aloud is that I did a “good enough” job to keep the children engaged, and feel as if they were learning, not just listening. I feel that I could have done a better job with many things, but with the setting, and limitations that felt I was in, I believe I did a well enough job to have a successful read aloud in a real classroom setting. One key however, to my success was the worksheet we were given, planning for an interactive read aloud. I was able to use this to my advantage, and be prepared for what needs to be introduced prior to reading, what needs to be done to make sure I along with the students were being active readers, and being ready with a closing to wrap-up what was taught during the reading.

Frequently asking student to read aloud but manage the process so that it is expressive, accountable, and engaging.

In the Course learning Outcome Assessment 1, I detailed all the outcomes of all the steps we went through during our HIC entrepreneurial project. I will focus in the second assessment on a more general analysis reflecting my learning outcomes.

The e-book was set up to be read from beginning to end, have a forward and back button for the child to navigate through, and have extra settings explaining how exactly the user can utilize the program.

Regarding the reading level of the questions presented, they were appropriate for the age level of the parents or guardians of the child to answer. There were varying types of questions from open response to certain characteristics that involved the task to check all experiences or characteristics that would apply to your child. An example would include: Has your child ever experienced any of the following problems at school? Check all that apply.

Throughout the Interactive Read Aloud Lesson, the most significant strength would be guiding the students’ focus for the day. Before reading the story, I asked the students specific questions, which related to the topic of relationships. Additionally, the lesson allowed the students to remain interested and engaged throughout the story. The students were reading along with me, which shows me that the students were following along and paying attention. I find it significant that the students have a fun time while learning and I think that altogether, the students truly enjoyed the lesson. Overall, I believe that I did a decent job multi-tasking with reading the story, keeping the students on task and thinking of questions to ask the students.

Previous Knowledge: In the previous lesson, students have learnt preposition of place and are exposed to several texts on interesting places. They were also exposed to