Written Moment Analysis

There were three sentences in her sample to retell the story related to the text and all were structured in the same way, the sentence beginning then in the text it says and then evidence given from the text. The student does not get a chance to voice her opinion or provide stronger descriptive words. During reading partners the student is working on retelling mainly the gist of the stories along with learning to sequence and this is then portrayed within her writing. During the retell of many stories, she is able to summarize in words everything she read, when asked to write this sequence down the student is unable to fully and complete write the words without the sentence stems and evidence from the text.

Today is my fifth visit with my tutee. Today my dad and I decided to play more of the hangman game but instead of hangman, it is a fish. I put down one words down and the word has 6 letters in a word. The same as before, I gave my dad a letter which is the letter R. I gave him a clue which was I told him, “What is in your backyard?” He speaks to me in Hmong that he does not know how to spell the words but he knows the word. I told to tell me the words and he said, “Garden.” I told him that he got it correct and I wrote out the word for him. This time, I decide to used the Hmong words instead of using English. I was going to have him write out the Hmong word and then I can teach him the English word and teach him how to write the word out. The

The vocabulary within the story was slightly unfamiliar to her. For example the circumference, radius, and perimeter were the ones she had the most trouble with. While we were working on the “Circles Overhead” activity I explained and showed her what the meaning of each vocabulary word because it was new material for her. While we were working on the word problems she understood the exercise very well and did it mostly without my help, the only trouble she had was multiplying large

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

I think a teacher and even counselor can benefit from knowing the student in question really well. Along with their history in prior classes, was this an issue with the last teacher? did the student enjoy reading at any point before? Was the students always a good reader but now the material is harded? Do they have a new IEP? Are they not challenge and bored? These are all questions to think about with reluctant learners. I am working with a student now in my counseling internship along with mu supervisor who is the school counselor. The student was in gifted last year, in 4th grade, but now is refusing to do any work. He can definently do the work but does not want too. We discovered he does not like working in groups with other students but in this 5th grade class a great amount of group work takes place. Teachers can use several interventions to help with relucant students such as picking interesting topics, allowing the student to make suggestions about what they want to read, and exploring motivation. Once students can recieve something they want, maybe a prize or a homework pass, they will be motivate to complete task they do not want to. The text also speaks about making more complex reading avaliable so they reader will be challenged, if the work being to easy was the issue. It may or may not be effective depending on the type of

I went on to explain to Natalie that in retelling a story, it is very important to include all elements of the story. Together we went over the five finger retell strategies together so that Natalie could make connections from the visual on how to retell stories from now on. Next, I read the story Dog Breath: The Horrible Trouble with Hally Tosis. While reading the book I left out key characters of the story as well as the setting. I asked Natalie if anything seemed out of place while I was reading and she told me that the book sounded weird and that while I was reading it she became confused. We discussed how characters and the setting play a vital role when retelling a story and that paying attention to key details in a story can really help you become successful at retelling. I then reread the book to Natalie again but this time I added the characters and setting to the story. After I finished the book I had a five finger retell worksheet Natalie and I completed together. We went over the five finger retell story worksheet together and talked about what each of them

Magic Merlyn Moment #1 Rough Draft The first Magic and Merlyn Moment started out with the Wart bored on a rainy, cold, wet evening. Everyone was annoyed with him, and they were tired of him moping around, so the Wart decided to head to the toweroom, where

The name of the essay that I read is “Appreciating The Moment” by Jay Hasheider. The essay is about a father who has a son whose going off to college. In the essay he emphasizes how sad he is about his son leaving, even though they both prepared themselves for that moment. The day his son leaves they spend every minute with each other from packing to watching a baseball game together and appreciating that moment. My belief is also about appreciating the moment, because I too remember when I left New York to come to Florida to start a new life a new family. I was leaving my 4 sisters, my mom, and of course all my friends everyone was so sad I was leaving but honestly I was happy and excited. It wasn’t until the day I was leaving that I

In the 1st grade class I observed a narrative comprehension lesson was taught with the students reading a story called “Let’s go fishing.” Research has shown that reading comprehension improves most when teachers provide explicit comprehension instruction to children (Cooter and Reutzel, 2015 p.247). I feel like this is exactly what this teacher accomplished in this lesson. There was no confusion among the students and they knew exactly what to do and what was expected of them. First, the students read the story to themselves then the teacher reviewed the book with the class. The teacher asked the students who the characters were in the story and the setting of the story. Students were randomly called upon and the teacher asked more questions.

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.

Many people around the world experience many good things throughout their lives. However, people typically tend to focus on the negative influences rather than the positive. The book, No Ordinary Moments, aids a person in thinking positively and improve their overall perception in life. The book contains exercises to practice

I had Kassidy begin reading a passage that for was end of 1st grade. On this first passage that Kassidy read to me, she had 2 miscues and 1 significant miscue. After Kassidy was finished reading the passage I asked her questions about the passage. Kassidy missed 6 comprehension questions on this first passage. Based off of the scoring guide missing 5 questions or more was a frustration level. Instead of having Kassidy read and answer questions to more advanced leveled passages I decided to have Kassidy start at a middle Kindergarten passage. She had 0 miscues when she read to passage out loud and she missed 0 comprehension questions. For end of Kindergarten and beginning of 1st grade leveled passages she missed 1 ½ questions leading me to believe that these were instructional levels for comprehension. The last passage that I had Kassidy read and answer questions for was a passage at a middle of 1st grade level. Kassidy had 0 miscues when she read the story aloud, but missed 3 questions. According to the scoring guide this passage was an instructional/frustration passage. What I noticed about this activity was that Kassidy did a wonderful job with reading fluently and reading with expressions. However, when it came time to answer questions about the passages that she read to me, she wasn’t able to recall what happened in the story. For this activity Kassidy’s independent level was at the end of Kindergarten. Her Instructional level was at beginning of 1st grade and her frustration level was at the end of 1st grade. For the next activity, silent reading, I decided to start Kassidy off on a passage that was a 2nd grade level. I thought that if Kassidy was able to read the story to herself, that she might be able to recall on what she read to be able to answer the comprehension

I learned from this video that I need to be more mindful of the ways in which I will teach my future students about reading and decoding text. I need to show them how to look closely at details within the story so that they understand the shift in mood/tone, grammar and word usage. It is important for students to read at a pace that they are comfortable with in order to gain full meaning of the book or story. Also, it is crucial that they read at his or her own pace in order to make sure they do not miss details that could be important.

Literary Analysis Lesson 1 Introduction: This unit is designed for a twelfth-grade honors British literature class. These students are extremely gifted and will be taking the AP exam for college credit towards the end of the school year. The students will be learning about the dynamic and static characters in the book. They will be identifying how the dynamic character changes throughout the story and how the static characters stay the same. This is important because these students are undergoing major changes in their lives at this point; they will be attending college next year and taking a big leap into the somewhat unknown. I want the students to be able to see the difference between change and what is stagnant. The students will also be able to chart the progression, or lack thereof in the main characters. The students have prior knowledge of this short story and have had lessons that go over dynamic and static character traits. I do have two ESL students in my classroom that I will be tinkering parts of the activities to

The reading comprehension strategy that I chose for this activity is the think-alouds strategy. The book discusses this strategy as “verbalizing their thoughts while reading orally” (Vacca, Vacca, Mraz. 2013). This strategy is wonderful in helping students better understand the content by using think-alouds. Think-alouds allow teachers to see how students minds are thinking with oral responses in a discussion about the meaning of specific text. The research that I found from Reading Rockets suggests that a few benefits of having think-alouds in the classroom is that it not only teaches students to reread sentences but also to slow down when reading to better comprehend the material. This method can be applied to not only one subject area such