The Reading Class For A Whole Group Setting

Book Summary – Big Rain Coming is a lyrical story, told by Katrina Germein, set in an isolated Aboriginal community. It is a story about waiting for rain to come to their community and the tension that builds in the community as the rain clouds spread and darken. Whilst waiting for the rain, they wonder, when will the rain come? Author/Illustrator Bibliography – The author, Katrina Germein, was raised in Adelaide, South Australia. In the remote Aboriginal community of Minyerri, Northern Territory, she began teaching in 1997.

The class began with a silent reading assignment from the next section in the text. While students read, the teacher individually checked in with each student to provide feedback on the previous nights homework. The homework assignment was to summarized the reading from the previous day in their own words. The teacher provided both positive and constructive feedback to all students, pointing out at least one successful aspect of their summary. This activity is very much in line with was the strategy of upgrading your interactive language discussed by Eric Jensen, “during every sing interaction with your students, make eye contact and affirm the good in them” (Jenson, 2013, p.25). If a student was missing an integral part of the story she would prompt them by recalling what was discussed before and provide textual evidence if necessary, and allow them to add to their response. She was very upbeat and supportive of the students, and her tone and language were both accessible and age appropriate. When giving instructions she used

"Settle down, all of you, and pass your assignments to the front of the class," he said, removing his jacket. Emelie reached into her hot pink binder and pulled out the worksheet she'd finished just minutes before. It was crumpled and rushed, and she hoped Carlisle wouldn't notice that there were clearly two distinct sets of handwriting on the page.

Each child was given their own copy of this book , I asked for them to turn to page 15 which is where they had got up to before. I chose the order is which we were going to read, I instructed each child to read 3 pages each......whilst each child read out loud the other children needed to follow each line as it was read.

I taught the interactive read aloud to two groups of students, first being advanced learners and second being proficient learners. Each group had four students, with one group consisting of all girls and the other all boys. This lesson was conducted at the teacher table, so I would have sufficient amount of space. The teacher at this time was administering nine-week exams at one of the

The intervention used first was the Peer-Mediated instruction with repeated reading (PRR). During this phase, the students were seated across from each other. The students were then given a copy of the passage, one in which to read, and the other in which to mark the time and note any errors observed, along with a stopwatch. Both students began reading from the selected text for the pair for a duration of twenty minutes at the beginning of the class. Next, the “paired reading” time consisted of each student taking turns reading using only a whisper. To ensure the fidelity of the intervention, measures were taken to ensure that one student didn’t have to be the first reader every time. During the read aloud, the student who wasn’t reading would follow protocol and read the following sentence “Stop. That word is _______. What word? Yes, ________. Please read that sentence again.” After the paired reading time, the reader would then be asked to read

Today I began working one on one with “Student M.” Mrs. Gault provided the reading material for me to begin my assessment of “Student M’s” reading abilities. Before starting my assessment, I reviewed a list of words with “Student M.” The list of words were comprised of sight words that students on a second grade reading level should be able to recognize. The first time I went through the list with “Student M” she correctly identified four out of thirty-five words. The second time I reviewed the word list, “Student M” was able to recognize two or three additional words. “Student M” struggled when she read the passage. Her main problem was that she did know many of the words and she had problems when she

Ms. Felkins read the Odyssey to the class. Throughout the reading, Ms. Felkins would ask the students questions about the chapter. This was a way for her to see what the students were retaining from the book. The students were engaged and there were only a couple times where Ms. Felkins had to remind the students to be quiet. When she would ask the students questions they were very attentive and eager to answer. Additionally, after reading time, the students worked independently on their biography projects. The students had computers and were researching a person of their choice. Their assignment was to make a poster about that person’s life. As the students were working, Ms. Felkins looked over each student’s poster and helped them make changes if needed. Ms. Felkins reminded the students that they can not directly take information from the internet and put it on their poster. Most of the students handled the corrections they had to make well. There were a few students who got very frustrated by their mistakes and had to fix

My book buddies will take turns reading the focus book, Arthur Lost and Found by Marc Brown (Guided Reading Level: K). I will have Ryan begin reading a certain section of the book aloud to me. As Ryan is reading, Jaely will be listening and I will be completing Ryan’s running record. After Ryan finishes reading his assigned section, Jaely will then read the next assigned section. As Jaely is reading, Ryan will be listening and I will be completing Jaely’s running record.

Ashley showed her mom her tests that requested in-depth explanations and serious critical thinking for answers. Frustration and fear crossed Ashley’s face as she struggled with adding details to her short answers and book summaries. Rosa told her teenager, “You need to show your teacher that you fully understand what you read. It helps to pretend like your teacher has never read the story, and it is your job to give your teacher specific details to show her what the reading focused on the

Mrs. Kennedy begins each morning with a morning comprehension worksheet. The students are given a two-page reading selection to read. Attached are approximately ten questions with at least two of the questions being open-ended. The observation I made was the English Language Learner students were given a different morning comprehension.

During this observation, I saw a person who took a picture of the book in the library. Therefore, I interviewed her after she took all the pictures. Her name is Z.H and she is majoring in sociology and at the particular moment, she took pictures of the book that is used her class. She said she needs to answer the questions based on the readings

The ladies greet him with lei’s and he starts dancing and having so much fun. As the party dies down he walks back out to the sand, and shore and watches the sunset. He is walking around, and then he hears something. He walks over to wear the strange noise came from, he turns the corner, and his eyes open up bigger than the earth. He cannot believe his eyes, it was a mermaid! “Oh my goodness, hello!” the mermaid says with the most beautiful smile, “are you lost?” “No, well I do not think so, what is your name?” Mitty responds. “Ashley, and you?” blushing Mitty answers, “Walter. Walter Mitty. It is very nice to meet….” , and at that moment a man, wearing the same attire as the people at the party, throws a net! He pulls Ashley away, she is screaming, Mitty is in shock! “Mitty help me!” Ashley screams. All of a sudden Mitty grows angry, he starts sprinting towards the

Most of the other students in her 2nd grade classroom are able to read classroom text and complete work independently. They also read books for enjoyment on their own. The reading time in her classroom consists of a block during which the teacher works with small groups and the children are expected to work quite independently when they are not working directly with the teacher. The class uses a trade book format and this is utilized across the curriculum. Students are provided with short skills building lessons in large and small groups. Most of the time spent during explicit reading instruction is targeted to helping students develop reading fluency.

Mrs. Robinson 4th Grade Reading and Language The last three hours of my observation I observed