Mix It Up ! By Herve Tullet: Book Analysis

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

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,

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

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.

Within their table groups which had been set up deliberately by the teacher to get children with similar reading levels together, the children had to explore different features of the book. One group would work on questions they wanted to ask the characters, another would take in turns to read the book and highlight words they did not understand or had trouble reading. Tennant (2014: 165) tells us that the text used during guided reading should be challenging but the children should still be capable of decoding it. I observed this to be true during my school placement because the children were able to show a wide understanding of what was happening within the book however when they were asked questions about how the character was feeling or what they think would happen next, they took a bit more time to try and get an understanding of this. Tennant (2016) states that “the teacher’s task is to deepen the reader’s understanding of the text by initially ascertaining what sense the reader has made of the text just after having read it”. Tennant’s statement can be evaluated as useful for teaching a good level of guided reading because teachers have to broaden the children’s knowledge of the text. My own observations seemed to be a success because each group was paired with an adult and each adult was drawing out information from pupils by asking questions that got them thinking. Not only were they getting an idea of what children already knew about the text but they

Recently I’ve learned that reading is a crucial part of life. Reading allows you to go on unbelievable adventures that you could only dream about. Bryce Shoemaker, author of “The Not So Lonely Good Company of Books” and Richard Rodriguez, author of “The Lonely, Good Company of Books” write about

The J. Paul Getty Museum offers different educational programs for a multitude range 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

For a read aloud the teacher is in control, so the teacher will be reading the book while the students will be listening to the story. The level of the book should be at or above the students level. The stories that are read to the students should include a

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

On the first day the children were so excited that they were able to pick different colors to mix. They spent most of the time mixing their colors, but they also painted pictures. All three children stayed for about twenty minutes. On the second day, A was absent, but J and K wanted to mix more colors and also use their old colors in their paintings. I cut a lunch tray in half so each child would be able to make a few more colors. Each child stayed for about twenty-five minutes. On both days, the children all did a great job at discussing what colors they created and what they painted. The rest of the children in the class did a great job of waiting while the children in my small group were painting. I just had to keep reminding them that when A, K, and J were done, they would also get a turn. Overall, I think the activity went well, but if I were to do this again, I could slightly change it. For this activity, the children had the option of different sized paint brushes to paint their pictures. In the future, I could give them an option to paint with sponges, a ping pong ball, string, or even their fingers. Artistically, the children were able to be as creative as they wanted. They learned more about mixing colors including how to make green, pink, and purple. They also learned that if you mix all of the colors together you get a gray or brown color. Socially, the children learned more about each other and why they made the decisions they made in their paintings. While the children were painting, I made sure to ask the children questions about their work. K had the idea of pouring some paint of each color directly on her paper, and then mixing them together. While K was doing this, I asked her, “K, why did you want to pour the paint directly onto your paper?” K responded, “Because so I can see which colors they make and also so I can drizzle them!” J thought this was a

For the next read aloud I would definitely do things different. For an examples I would read the book aloud before I do it in front of the class, to see how long it takes. Then I would come up with questions and have the questions simple enough for them to understand whats being asked. But keep the question good enough for them to know if they comprehension the story. And ask questions throughout the story to keep their interest with me. I could tell some of the student was not interesting with the book I reading to them.

• How will I read the book? 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

For younger aged children I would only chose one book that fit the page and would read it two or three times throughout the week. The first and second reading, the students would answer comprehension question but on the third read we would speculate on why the characters are making those choices. Also, we would analyze what would happen if the character did something different.

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