What Is Being Read Aloud

The students will share their ideas and teacher will write them on the board. The students will also fill out this information on their thinking log.

I like the idea of utilizing think-pair-share activity, I have just a small suggestion there. Instead of sharing the individual reactions to directly to the teacher why don't they share their pair. When teacher ask them they share the pair's reactions. I feel like in this way students listen carefully the partner since the teacher will ask and during whole class activity they will bring two views to activity to engage more. (perhaps they can even empathize while sharing it.)

* Think-Pair-Share-students will have individual time to think about question related to the topic; they will then pair up with partner to share their

Since this is a topic that I did not learn a lot of information about from observing I felt that the best place for me to gain knowledge on the topic is through my textbook. In my classroom I will follow B-D-A. Before, during, and after reading (B-D-A) is a proven way to teach content and reading while maximizing student learning potential (Cooter and Reutzel, 2015. P.501). The first step is to complete the activities that are done before reading. My students will be taught vocabulary in all of the content areas and once the vocabulary will be displayed on a word wall to help the students remember and familiarize themselves with the vocabulary. A good way to gain students comprehension is through previewing the text before reading which helps

When I was first learning how to read, b’s were d’s and o’s were c’s. My family saw this as silly mistakes, the kind every kid makes for attention. The older I got, the less acceptable it was. By third grade they weren’t just simple mistakes anymore. Teachers assumed I was shy or that I didn’t try hard enough and but they were wrong. I feared reading out loud because I didn’t know how people would react. I would study for hours but the words would just jumble up in my head. They were signs. They were part of a bigger problem which eventually would reveal itself as one of the greatest challenges I’d have to overcome.

Teaching vocabulary to students is vital to the growth of student’s comprehension level. I found by teaching vocabulary to my students they tend to use the words frequently once they had a concrete understanding of the word. I also found that if my students could not relate to the word that was being introduced many times it was harder for them to learn the word. Therefore, it was imperative for me to always provide a description, explanation and example to all vocabulary words that was introduced. In the video How to Teach Vocabulary Acquisition ( ), many of the strategies that were introduced to the viewer such as asking students to restate in their own words, having students create a picture or symbol for the vocabulary word and allowing students to discuss new words with their peers is something that I already do in my

Teachers should capitalize and enhance first what the students already know by allowing students to formulate a discussion outline of previous learned knowledge of subject matter in small groups. A group leader form each group is selected to produce that group’s outline for discussion. This is repeated until all groups have completed this process with a finished outline for the entire class to use as a forum for discussion. This is a good example for teachers to use as a building block and tool to support an inclusive and fair classroom community. This strategy will help promote the expansion of learning new materials for all students and build a trusting relationship with the teacher and their peers.

The article title “Interactive Read Alouds: Is There a Common Set of Implementation Practices?” is a beneficial tool for teachers. The article encourage teacher to learn different ways to improve their students comprehension through the text which is being read aloud. There are 7 components of an effective interactive Read-Aloud. The following components will help make a strong impact on language and literacy for all students learning new material.

Dornan, Rosen and Wilson (1997) as cited in UWI (2016) defines reading as “the interplay between a reader’s mind and the printed text, assuming more active participation by the reader in making sense of the text (p. 69). Additionally, Tompkins (2010) notes that, “reading is a process in which readers comprehend and construct meaning (p. 46). Conversely, comprehension, is understanding what is read by the use of cognition through intentional thinking (UWI, 2016). For reading comprehension to develop, there are many strategies one should be knowledgeable of, they are; phonics, phonemic awareness, sight and meaning vocabulary, activate background knowledge, evaluating, monitoring, predicting, questioning, text structure, summarizing and visualizing. Hence the following strategies will be employed by West Gate Hills School grade one teachers.

The goal for our students is to make meaning of what they are reading across the curriculum and in all content areas. We want them to read text effectively and with ease using strategies that are student centered. We need to teach our students to think while they are reading to strengthen their comprehension skills (Farr & Conner, 2017). We can do this by insuring students have a strong background in basic skills (Pressley, 2017). These skills are decoding, vocabulary building, word knowledge, and active comprehension strategies (Pressley, 2017). Monitoring their comprehension will also allow for future growth (Pressley, 2017). Students cannot understand the words in a text if they cannot read the words (Farr & Conner, 2017).

LEARNING STRATEGIES: Journaling, Pictures, Brainstorming using a Mind Map, Small group activity, Prediction organizer, Choral reading of the instructions, Demonstration, Step-by-Step organizer, Reporter/Reader/Researcher, Flashcards

5) After a minute has passed, ask the students to pair up and share their ideas with their partner. (Think-pair-share)

Research has shown that close reading activities help students comprehend a complex text. This means that through the close reading instruction, the learner would be able go deeper into the text and understand complex vocabulary exposed in the text. Moreover, this type of instruction benefits English Language learners when reading independently. Through scaffold like shared reading, interactive read aloud and think aloud, Burke (n.d.) states that since not all the learners are ready to read independent complex text, the teacher would need to support the learners and gradually release them. He also mentions that a great way to release the students is by the teacher do models, then both the learners and the teacher work collaboratively and as the instruction continues, the students are release to work independently. In order to achieve successful results, planning a close reading activity needs to work with the specific needs the student have and give the learners several strategies that when release they can have a proficient reading.

This paper will cover different terms that have been used during my time at North Columbus Elementary School. The terms used in this paper come from a fourth-grade classroom with the primary focus of English language arts and social studies. There are also a few terms from a fourth-grade math class. Most of the terms are ones that the students are learning in class and others are terms that are new to me. The information provided in this paper will be the terms, definitions, “types” of terms, description of terms, and how the terms affect my understanding of teaching terminology.

3. Go over the new vocabulary the following lesson. It is very important for the students not to lose touch with what comes as novel information. Assigning homework tasks where learners will supposedly use the new words is not sufficient because not all of the learners do homework regularly. Thus, the teacher should begin each new lesson with a small retrospection of what was covered in class before and engage all the students in this activity, which can be turned into a game. This technique is also known as “schemata activation”.