Noisy Farm Book Reports

Each of the children did very well with identifying concepts of a book the first child that we will look at is 6 years old. She goes to kindergarten all day and has grown up with many books around. She was able to hold the book right side up for me, show me the front cover, and show me the back cover. She was also able to show me the title page of the book. Lastly she was able to show me the first page of the text. Although she did do a good job of pointing out some main parts of the book she did struggle with a couple others. She wasn’t able to turn some of the pages of the books she would skip three or four at a time. She also had a hard time pointing to the title of the book if it was not in the top of the cover. Lastly the child could

In this lesson, I would have the students sort the information into a chart. I would explain to the students that each page of the book is organized into facts, explanations, and general information. I would ask the students to see if they can discover how the information is arranged. The large paragraph describes the central idea, with a sheet of notebook paper acting as a sidebar. Speech bubbles tell facts, while small paragraphs offer explanations. By categorizing the material in each section, students

Two examples of reading response activities that I would incorporate with this story are making connections and predicting. Students can make connections about losing an object and learn to make connections with self, another book or the characters in the book. Students can also learn to predict. Each time that an animal comes into the story I would ask students to write or draw which animal they think will come next in the story. With this story students can also participate in two writing activities. In the story students can practice predicting through writing as well. For this writing activity I would pause the story on the page where the bear sneezes and all the animals fall out of the glove. After reading this page I would have students journal and predict what they think happened to the glove when the bear sneezed. Students can write and then share with classmates when they are done. Once sharing is down students will read on and find out what actually happen. Another writing activity the students can participate in is on an assigned prompt. The prompt would read my mitten is so big it could fit a blank. Students would have to respond and draw a

The book itself contained many questions for students to respond to. In addition to these questions found in the book, I asked students questions to activate and assess their prior knowledge. Some of the questions that are found in the book include “are you ready?” “what do you think will happen?” and “can you remember that?” These questions make it easy for the teacher because the text already includes questions that engage the students. Unlike my prior experience with this book being read aloud, I believe that student engagement and interaction is vital during any read aloud with younger students. The students will interact with the text by taking turns and doing what the text prompts them to do. All the students were very eager to respond to the questions and interact with the text.

After completing all the assessments and the parent interview, reading and writing activities were differentiated and conducted during whole group and small group instruction. Bear (Laureate Education, Inc, 2009c) discusses using the RRWWT Framework for guiding instruction for students. During the Read To activity, the Emperor’s Egg (Jenkins,) is read whole group to the students. This is an information text which uses labeled diagrams and captioned pictures throughout to provide additional information about the topic. During the Read To, students are following along in their basal as I read, and I have students discuss the diagrams of the Emperor Penguin. Drawing attention to the diagrams and teaching the students how illustrations and diagrams within text can aid in their understanding of what is being read seems to help the struggling reader. Using the visuals such as the diagrams helps this

include Marking the Text and Using Visual Text for Understanding. I will explicitly teach the

During the read aloud the students did not pay attention to me because they had just come in from having an ice cream party. They were laughing and hyper so I was worried that they were not grasping the content of the story. I had to stop in the middle of the read aloud and ask them to not talk until I finished the text. They listened to me and we went on and read the rest of the book. Next time, I plan to do this read aloud before the ice cream party because I really struggled when it came to calming them down.

After the first few pages your child should be encouraged to participate in reading aloud.

You need a foundation of basic facts with younger children and be detailed in your approach but make sure the concepts are explained in a straightforward manner such as how animals hibernate. Between your topic and related subjects, older reader can infer connections and they can draw on a broader foundation of knowledge. A detailed outline of any nonfiction book is essential to help you see if your idea has enough substance and originality, or if you need further research before you begin

As a new teacher I want feedback all the time from my students and also from my administrators because I want to become the best teacher possible for my art students. When analyzing this activity I never knew it would be such a great idea to give small activities like the pre-reading activity. To offer students the insight to see where their pre-knowledge lies with the information given to them. I do feel this activity would work a lot better for me if I had a textbook I could have used.

The English lesson plan that I devised and taught to the student. It’s similar to what my cooperating teacher did, using the guided reading activity. I used a new story, “Playful Puppy,” and did a lot of the same things that the teacher did. I started out by asking the student what he can tell me about the features of the book, he successfully stated most of them (title, author, illustrator, front/back of the book) and then I asked what connections he had with the book, the questions were…

• Read Kid s Lik e M e in C hin a , A t H o m e in T his W o rld , W e S e e t h e M o o n and W h e n Y o u W e r e B o r n in C hin a aloud together, and use the photographs and illustrations in these books for jumping-off points for discussion. Ask open- ended questions that allow your child to interpret what she’s hearing and seeing, and to express her own thoughts.

(Day 1) Will consist of asking students what the brown bear saw. During the book reading, I will ask the students if they have ever seen the color of animal in the book. Children will be making their own books and coloring the animals according to the story.

I chose this lesson because these students have been working on researching animals that they have each selected. They will soon be creating a mini-booklet about their individual animal. From what I have observed with this group of students is that they generally have a hard time getting started on their writing, so I want to use this lesson to focus on different ways to grab the readers’ attention.

On October 6, 2016 at 10:30 AM I read to two 12 month old girls, Ryan and Avery, in the Infant Classroom at Ithaca Community Care at Kendal. During the reading, I brought two stories that I believed would spark interest within the children. The books that I chose were, “This Little Piggy” and “Old MacDonald had a Farm” both were published by Little Learners. There is not an actual author, just a publisher. The reason I chose these stories were because they are well known to children and could be either read to or sung to. Also, the stories have puppets already built into the book, which I believed would be helpful for interaction. I read, “The Little Piggy” first to see how the children would respond to the story and after they were still sitting and wanting more, I read, “Old MacDonal had a Farm.” While the story about the pigs was a favorite, Old MacDonald was the winner. Both children sat for a good ten minutes with me and we kept singing the song while I mimicked the puppet. The reading was only about one minute, however, we added more sounds onto the story which made the reading last longer.