In the **** I could have added a visual for them to look back at. Choosing a character all students were familiar with would have helped them understand how to use the given information to understand the characters viewpoint. Referring to a book the students have recently read and only focusing on the main character would have been a *** example. Starting by going over what occurred in the book, and reflecting about the characters viewpoint through the story. By only focusing on the characters viewpoint would have helped the two students understand what to look for.
Reading Strategy File One #1: Before Reading Strategy Name of Strategy: Anticipation Guide Description of Strategy: Anticipation guides prepare students for a story or a text. Anticipation guides help to motivate students to read a story, build curiosity and help students predict what will happen in a text or a story before beginning to read it. Anticipation guides also help students to self-monitor their own interactions with a text or story. A typical anticipation guide will invite students to state an opinion or predict something about the main ideas/themes in a story before they begin to read. Students are encouraged to use their prior knowledge and backgrounds when making these predictions.
By implementing literature circle all the students are reading at their level and with people from their level. Forming reading level groups, will help those students that need extra time reading to take their time and be helped by those of their level. Also, it helps advance readers will be challenge with a higher level of vocabulary that will be introduce in the reading. In classes I have observe this method of teacher is implied, but all students are reading the same books. The only different were the reading assignments were modified based on their academic level.
While taking English 090, I have learned to overcome this fear. Getting feedback from others during workshop days was very useful because I received tips on how to make changes to your paper to make it stronger. This gave me the opportunity to practice my critical reading/thinking skills by actively reading our partners papers. This also gave us the freedom to leave remarks in the margins of others’ essay to not only help them, but help ourselves learn. While writing the unit 3 paper, I got to practice and meet the course objective of actively reading.
When approaching this lesson before I begin to read I will comment on the vocabulary we will encounter during the reading. It is important, to do so, as some of the words used are not English words and students must have an understanding of the language to fully comprehend the text. Next,I will read the book The Keeping Quilt by Patricia Polacco. I will then instruct my students to answer questions aboutthe many traditions portrayed throughout the book. My students with reading disabilities will be given small group instruction.
Having students fully engaged with a text to achieve meaningful learning requires some components be put in place. The text must be on their appropriate instructional reading level, so as not to frustrate them. The students must have the skills to read and then critically analyze the content. To do this, students must usually have scaffolded instruction on how to analyze a text, for example how to make inferences or connect a topic to its real word application. Students also must have the opportunity to discuss with others the text to deepen their understanding by using others points of view to help deepen their own understanding.
This was to help students understand that written language is meaningful, gain an understanding of text structures, and see what fluid reading looks and sounds like (Bainbridge & Heydon, 2017). The purpose of the read-aloud was also to help students work on the three receptive dimensions of language and literacy(Listening, Reading, Viewing). Along with the read-aloud, students were to bring in an artifact to share with the class. The purpose of this was to help them relate their lives to the story. When students see a connection between themselves and a character, they seem to enjoy reading more than when they do not see a connection.
As a reader one has to know what to look for and identify the main idea and understand what the author is trying to argue. Before taking Writing 10 I felt I was a good reader and able to identify the main idea in a prompt, but little did I really know. After going through the research process and trying to identify reliable sources I have essentially cut out the unnecessary information and I go straight to the idea or argument being made by the author. As of before, I would focus on every detail of the writing. Having been assigned readings and having discussions about the readings during class, I soon realized that writing is about an argument being made with supporting evidence.
If it appears as if they cannot communicate well through their stories, I will assist them by asking them questions differently in hopes to generate ideas for them without actually giving them the words/ideas that they need. If it still appears that they are struggling, I will make a note and watch these students more closely and work with them after I have seen their rough draft. I will also make a chart that includes all of the student’s names and make a smiley face () if they seemed to understand during the lesson, a check mark ( ) if it seemed that they need extra help but still understand the learning material, and a (X) sign if they did not get the lesson at
I would prompt language from my students and ask them to write the answer. Meaning my students would not only tell me an answer they would write it as well. In addition, games and activities done independently or with peers; continuously modeling throughout the day, and writing what students say during discussions with the class would be the types of behaviors displayed to promote literacy. Read alouds would be held on the magic carpet placed in the center of the
Student like Hermione learned their spells by reading the textbook which helped them transform into bodies they want to change into. An example of this could be found on page 159. Like the nonfictional book my freshmen year this musical book demonstrates students learning through listening. An example of students learning through listening would be when Hermione found page 164. This a form of teaching because Hermione listen to their teacher in order for her to have knowledge on spells can help them.