Mix It Up ! By Herve Tullet: Book Analysis

To Have students engage and enjoy listening to the story, teacher must be aware about the steps of reading aloud. According to what we take in TC1ENT322 course, before reading a story the teacher must catch students attention by making an introduction for the story or asking students about the story cover. For example, what did you see here in the book cover? Yes there are students. Why do you think these students are happy and smiling here?

The book “Among the Hidden” is a great book about a kid name Luke who is a third child who is not allowed to be seen, so his parents hide him in the attic. The police and the people so they don’t kill Luke. So, they hide him in the attic for his own safety. Then Luke thinks his neighbor The Sports family have a third child Jen. In the book “Among the Hidden” Luke changes a lot from the beginning of the book to the end.

Walking with his new group, farther and farther away from the city, Montag realized he couldn't just leave his old life the way he did, he had to go back,not only for himself, but for Faber he needed closer. Montag ran back to the river and dove in, fighting the current ever stroke he took until he reached land. Seeing the city destroyed, the town he grew up in, all he could thing about was Faber, Mildred, and Clarrise. Walking down the side walks, fire pouring down buildings in the corner of his eyes, his memories flashed before him as he saw the sprinklers still on in Faber's property. Opening the front door, the handles still silky from the alcohol on them, he saw Faber lying on the ground in the hallway. All Montag could

The teacher passed around a microphone to each child, it symbolized who was speaking and this made everyone special. The students then had to write two sentences and draw a picture of what they remembered best about their holiday break. Eventually, they shared their two sentences with the teacher or me. Second, I noticed that once everyone read their journals, the teacher quickly called on students based on their bin color, which meant it was time for reading to begin. Each student had their own colored reading bin which included: three reading level books, a word list of the week, and a worksheet using the given word list. The colored bins symbolized what the student was to complete during reading time. For example; students with yellow bins read with the teacher at a table, students with green bins worked on the worksheet, students with blue bins read the three books quietly, and students with pink bins worked on writing on a small whiteboard the word list for the week. This strategy was beneficial because it developed independence. Thirdly, I noticed enthusiasm during the math lesson at the end of the day. The teacher had the students sit on the purple rug for a math lesson. The teacher used her laptop and the video clip to provide the students with visual instruction. Once the video clip was over, the teacher pulled up the worksheet to preview together with the class. Then the students went back to their desk to work on the worksheet

One Foot in Eden by award winning New York Times bestselling author Ron Rash is a story surrounding the lives of the people in the small town of Jocassee in South Carolina. A local Korean War veteran and town troublemaker, Holland Winchester, is missing and his body is nowhere to be found. The novel is separated in sections rather than the normal order of any other novel. It gives the story more depth. As the reader goes further into it, they soon learn how the lives of the people intertwine and what they have to do with Holland’s disappearance. One Foot in Eden has surely been analyzed by many critics and from very different perspectives. It is a very captivating Southern Gothic story loved by many. Has anyone looked deeper into what Rash

I did this activity with 3 children. I first had them sit down while I read the book “Sort it Out” by Barbara Mariconda, after reading the book we talked about the different items that Pack rat came home with, and how his mother told him to sort them out. We discussed what items at home had to go in a particular place, for example, dishes in the kitchen, beds, in the bedrooms, toilets in the bathrooms, to list a few. We followed by talking about the types of shoes we were wearing, and the color of the shoes. How we were all wearing sneakers, and how every one was wearing a different color. I Introduced them to the Jumbo Pegs, and the Pegboards, and I went over the different colors inside the tub. I asked they what their favorite color was, and once we they had all chose their color, I asked them to grab a pegboard, and look through the container for the color they choose, and place them into the pegboard. They all started

In chapter five, by Cris Tovani, “Why Am I Reading This” explains how educators need to establish a clear reading instructional plan. In order to accomplish understanding students need to concentrate on main ideas from the readings. Tovani explains that it is vital for teachers to model how students should hold their thinking or slow down their reading. Throughout the chapters she gives examples as question strategies, highlighting text, or summarizing key points. As this will benefit students in their reading assignment. Tovani also explains throughout the chapter that teachers should model thinking aloud. This strategy will benefit students on how to negotiate difficult text.

For session three I read Walker the story The Dot by Peter H. Reynolds. This story is one of my favorites and he really enjoyed it. It is about a little girl who does not have the confidence that she can paint. Once she overcomes it and starts painting her paintings are placed in an art museum. I thought this story could give Walker the encouragement he needed. After reading the story I gave Walker cut out lo-go’s of McDonald’s, Ward’s, John Deere, Ramey’s, Dollar General and Wal-Mart. Walker was able to read them all except Wal-Mart. He was so excited to read them to his mom whenever she came to pick him up. Teachers can use environmental print to relate the pictures to the letters they begin with. The McDonald’s logo can be used to teach

To assist students to “read with purpose and anticipation,” Vacca et al. (2014, p. 173) suggests, in their book Content Area Reading: Literacy and Learning Across the Curriculum, that teachers need to “create an instructional context” that activates their students’ “prior knowledge” and helps them to become interested in a lesson. Throughout chapter six, “Activating Prior Knowledge and Interest,” Vacca et al. (2014, pp. 172-173) explain instructional strategies that can lead students to “read with purpose and anticipation.” This chapter presents the reader with a plethora of instructional strategies and means for applying them, along with example for real educators. As I journeyed through this chapter, I discovered many instructional strategies,

I will read the book to my class in our big group area (the rug). As I read I will pause to ask questions or ask

The students were encouraged to identify and note the colors, shapes, and lines in Vincent van Gogh’s piece, “Irises.” After reviewing the original piece, the students can start creating their own crayon-resistant art. The most interesting thing about this lesson to me was that it was created for children with autism. I have a binder that I put special education and autism accommodations and school assignment ideas in because I am majoring in it. I really enjoy when the author of the assignment relates the project back to an original piece, because it allows students to appreciate pieces of art that they normally would not. However, I fel this assignment is almost a little to difficult for Kindergarten aged students. The book suggested to be used in the assignment, “Camille and the Sunflowers: A Story About Vincent van Gogh” is aimed for children reading at a higher first grade level. So, I would probably try it once with the children and see if they truly understood what the overall goal was. I would like to try this project in maybe a first or second grade setting where the students are old enough to take information away from the

The reason I conclude this is because I was unable to read the book in less than ten minutes with emotion. Though I manipulated the ‘I do, we do, you do’ strategy, I was incapable of properly using the strategy. Because I have never utilized the ‘I do, we do, you do’ strategy, it was challenging to carry out. What I think would benefit me for future read aloud lessons would be to create my own detailed lesson plan. Also, for future read aloud lessons, I must practice at least a week in advance before I teach, because the time frame in which I had to get prepared was

Conversely, it was not going well at the start of the activity because Jenny tried to create mixture colours then the mixture colours became dark coulours which could not see whether the second layer was sits on the bottom layer. This mistake would not happen in the future as I will show the children the way to do this activity and they can practice by themselves. At last, it is important to find an experiment that children feel interesting so they would engage within the experiment. In contrast, students will fail to learn if they feel disinterested, tired and scared in a science inquiry

One of the first things that this author would do is to teach students how to make connections while reading. When students make personal connections with what they are reading by using their prior knowledge, it helps them to retain information. There are three main types of connections we make while reading text; we can make connections to what we are reading and our own experiences in life, we can make connections from one book to another (like reading a Nancy Drew book and reading a Trixie Belden book), and we can make connections to what we are reading and things that are going on in the world around us. By helping Jose learn to make connections while he reads, Jose will be able to more readily remember what he has read and make sense of it (Comprehension Strategies, n.d.).

Reading comprehension at a knowledge level is a complex task. Reading comprehension instruction that attempts to move students beyond the knowledge level to a place of true understanding is daunting at best and not something that can be left to guess work. A review of current literature in