Aloud Reflection

vocabulary and a better meaning of the words. By reading the book it not only helps them with

To Have students engage and enjoy listening to the story, teacher must be aware about the steps of reading aloud. According to what we take in TC1ENT322 course, before reading a story the teacher must catch students attention by making an introduction for the story or asking students about the story cover. For example, what did you see here in the book cover? Yes there are students. Why do you think these students are happy and smiling here?

I also went through what I had written about each child, were they happy, did they agree with what I had written? Any words they struggled to pronounce were asked again to see if they could do it this time round.

315-317) was used throughout the lesson in order to give the students an example of how to use the strategies that were taught. Before children would work on assignments alone, the teacher would model exactly what is expected of them, and keep examples of what was modeled during the lesson so the students could look back to it if they need to. Read-alouds (Cooper, 2015, p. 37) were used in this lesson to really help children to focus on certain topics of the text. “Sometimes the best way to help children understand a particular piece of text is to read it aloud to them and discuss it with them” (Cooper, 2015, p. 37). Think-alouds (Cooper, 2015, p. 30) were incorporated into this lesson when trying to explain how to use the strategy of character mapping. Think-alouds are a great way to explain to students how to use a specific skill or strategy so that they can have a better time comprehending it. Semantic maps (Cooper, 2015, p.83) were used in this lesson for brainstorming ideas from the text to later reference when making illustrations and creating short responses to the text. This strategy is also a great tool for second-language-learners because it helps to narrow down the specific parts in the text to help create more details of the topic being taught. Cooperative “popcorn” sequencing(Annenburg Learner, 2015) was used in the lesson to allow a variety of students to participate in the

One aspect of my lesson that I felt went well in the implementation of my lesson was the information being grasped by the learners. Before I began my lesson, I asked the learners some questions about the fun phonics letter. I started off by asking the children if they knew what the fun phonic letter for the week was, then I asked them to tell me some words that begins with the letter “Dd”. Next, I read a story called “Harry the dirty dog”. Throughout the story I asked some questions to keep the learners engaged. I asked them questions like “what words that begins with the letter “Dd” did you hear?” I can tell they were engaged because their answers were never off topic. The learners were so excited about the end result of their letter “Dd”

The questions that I asked myself while watching this lesson was where could I insert questions while reading to students and where would I change instruction for a better assessment of student abilities. While watching the teacher read to students there was little questions asked during reading, but at the end, they make a prediction quickly and then check the prediction with the end of the book. I would have asked more prediction questions throughout the book and also given students more time to think about the story and how it differs from a version they have heard before.

Intern met with resident K. Brown for the purpose of addressing her personal concerns and speaking with her about her community service hours. Kiara informed me that she completed her community service hours for the previous week. Intern asked her to verify the days she completes CS hours, and she stated Sundays and Wednesdays. Resident did express her frustrations by saying that she used to mess up with her CS hours, but she is really trying to do better. Intern advised her that another resident completes hers during that time, so she will have to do CS hours on Mondays and Thursdays or Mondays and Fridays. Intern also explained to her the importance of doing CS hours. It was explained that not only is this a requirement of the program,

Also, I was able to visit the media room and observe the various reading levels the children were on. I noticed that some children were very eager to read and participate, while others

For example to access students’ efferent listening skills, I can create an anticipation guide (Head & Readence, 1986, citied in Tompkins, 2005) on the big book “Life of a Butterfly”. Prior to that, teacher can activate the students’ knowledge about the story or any misconceptions they have about butterfly and write a few statements based on concepts on the whiteboard in the form of a chart. Next,

This worked well with the students as it forced them to pay attention in order to know when it was their turn. This strategy was usually used during the first reading of the material, later in the day or week each student would read the same material on their own. Also the students practiced their writing skills everyday, however, my mentor teacher allowed daily opportunities for free writing. Instead of only having all the students write about what the book was about or what all of them think about a specific subject, my mentor teacher would give students a simple prompt, such as tell me something about your day yesterday or tell me something about your weekend, etc. My favorite thing about this exercise was that it was a writing segment but attached to it were opportunities for class questions or conversation. Once all the students were done writing their sentences each students took a turn sharing what they wrote. The other students were expected to listen attentively and were welcomed to ask questions about what they just heard. For this group of students this was such a useful strategy because many of the students in this class were often distracted in their own little world, this time helped them realize when they were distracted and helped them get back to focusing in what was happening in the classroom. Additionally, most of the

This night was focused on teaching the students vocabulary based on transportation and traveling. The teacher, a Grace College student, first had them write about a vacation they had taken at any moment in their life. We, myself and two other class students, helped individual students work through which words to use and the correct verb tense to use. It was fun because many of the students were wanting to learn through actions/examples or by us drawing pictures for them. It would be easier to see a visual of what someone was talking about, especially if I did not quite grasp the meaning. I liked that I could see that first hand. After the vacation sentences, the teacher gave them each a sheet to find mistakes on. These ranged from needing a capital letter to a comma for a city and state. The students were good at finding these and we, the class students, each went up to the overhead and worked through a sentence with the students in the class. Once this was finished, we paired up with an ELL student and played a matching game with the vocab they learned that night. They were all very good at arranging the terms with the correct word and finished in under ten minutes. This night, I spent most of my time helping a man work through his sentences and with finding the

In order to prepare for this torero trek, I would attend more resume and elevator pitch workshops, and schedule more appointments at the career development center. I attended the Engineering Career fair that was on the 4th of October. In which, I got my first exposure to employers and I was able to practice my elevator pitch and my networking skills. I later scheduled an appointment with Rhonda Harley at the career development center to get some feedback on my resume.

These six principles to reading are substantial for teachers to take note of when working with students and their reading. The first principle is student engagement, meaning that the students have their attention on what you are teaching. In order to retrieve student engagement, a teacher must first find the student’s interests and ways to go about keeping it throughout the teaching aspect. Next is learner participation. Learner participation builds off of the student engagement. It is the hands on part. This is where the students are asked to be a part of the lesson and explore what they are being taught. Yes, sitting down and reading a story to a student is useful, however there are other ways to fulfill the participation part. You could have some of the students act out the book while the teacher reads it. It creates a fun way to visualize the lesson. Then there is repetition and reinforcement. This is where the teacher comes up with catchy ways to help the lesson they are teaching “stick”. Children do not learn from a onetime event. It is something that needs to be said and taught over and over. An example of repetition is when you are reading the book “Five Green Speckled Frogs” to the class, sing the song oppose to reading the text in a boring tone. It will help the students to count to the tune when asked. High expectations is something that teachers express on a daily basis to their class. They express what they expect of the students and the students strive to meet those goals. Having high expectations not only shows that the teacher has goals and a plan, but it also shows that the teacher knows the abilities of their students. Finally, sound teaching pedagogy and conceptual understanding are two principles that are tied together. Sound teaching pedagogy is when the

A few things that went well during the mini-lesson was at the beginning with some examples to get the small group of students ready to play the fraction game. During the examples, I asked follow-up questions to clarify and help the students understand the difference between mixed fractions and improper fractions. A few times I asked the students “why, they thought they were correct or to explain their thinking process to the group”. This allowed the student to exchange their ideas and knowledge off to the small group to get other students thinking as well to add on to their thoughts.

The first day I taught my group, I had them do a pre-assessment where they read a story to me. I kept a running record to see what sight words and decodable words they knew. The results of the pre-assessment set the tone for the rest of my lessons. For the next lessons, I implemented the FISH strategy with engaging activities. I taught the students what the FISH strategy was and modeled how to use it on word family words. Then I incorporated engaging activities for the students to perform using the strategy.