For the reading stage, they are many different types of way to read a book with the class; there independent reading, partner reading, guided reading, shared reading and read aloud to students. For reading of Aliens Ate my Homework, the students will work with partner reading, shared reading and reading aloud to students. Most of the book will be as shared reading, meaning the teacher will read the book while the students followed along with their own copy. (Tompkins. 2014) The students will also read with a partner, help them improved in their reading together. For chapter five, the student will do guided reading. Working with a partner they get to read a fun chapter where they learned why Rod Allbright cannot tell a lie. The story on the first time Rod told a lie, when he was three years old Rod wanted a cookie but his mother told him no but he decided to take one anyways. When he heard his mother coming back he stuff the cookie in his mouth, when she asked if he had cookie in his mouth he denied but with spray of cookies crumbs flying …show more content…
For example, chapter thirteen and fourteen after Rod has been shrunk and get his own jet back, he gets pushed out of the ship and is falling to the ground. He scared he is falling to his death until he realizes because of what Tar Gibbons did to his mind, he knows how to used. The intense climax in these chapter will be fun to read while the students follow along. Another chapter with an intense scene will be chapter seventeen and eighteen. Where the aliens and Rod about to trap Billy and in order to stop Rob he shouts “Rod, stop right there! I know what happened to your father! Put me down and I’ll tell you.” (Coville. 1993) Rod pauses believing for a second, until he realizes it will mean hurting hit aliens friends and he realizes the cruelest thing BKR can do is promised him his father. This scene is very intense and powerful worked and a great ways for the climax to
Throughout the book, I kept them engage by changing my tones and making noise that goes along well with the story. After I read the story, I offered the students to tell each other what they like about one another. Extending the Text: To extend the story, I asked the students to read “The Ugly Duckling”. In contrast with the “I like Myself” book, the little duckling did not like herself because of what people were saying about her. Even though at the end the duckling became a beautiful swan.
L.T. #3 Identifies 3 characters and determining the plot and setting of the story. Finally, L.T. #4 allows the students to explore the belief of the main message or theme of the story using their descriptions and illustrations to support their answers. My goal is to assess the students understanding of the questions that will be asked and the content area.
• They will do a PIN reading which is they record something positive, interesting, and negative from what they read. • “For homework tonight your job is to research the situation that you and your group examined closely. Using the real names of the events, places, and people please print off and bring in one article that discusses your situation in more depth. You must write down the copy down the URL address of the website in which you get your article from Please use the close reading strategies that we practiced today in class to closely read your article. In order to participate in the class discussion you must do a PIN reading of your article.
In “Why University Students Don’t Read: What Professors Can Do To Increase Compliance” Mary E. Hoeft questions whether why students don’t like to read the assigned textbooks. Hoeft found that it is essential to know that there is a multiple of things we can do to boost the completion of reading assignments, for the professors who consider reading completion to be the main component to schooling (qtd. in Hoft 15). Some of these things could include could giving out quizzes, supplementary assignments, and to give reminders and making it interesting at the same time. While Hoeft suggest that reading completion is a team effort between the students and faculty, the emphasis of her argument is on whether students care about what they are reading.
Thomas C. Foster feels that after reading this, Students will become a better readers, because we will be able to comprehend literature better. The Fault In Our Stars by John
I will use T-I-P-S I will be T- tuned in to the children. I- introduce the book, P- promote language and S- summarize the book. I will do this type of activity 5 to 8 times a
During read aloud, attention is given to modeling fluent reading and writing strategies previously discussed in class to determine meanings of unknown words (using context, affixes and roots, dictionaries/glossaries/thesauruses) and building background knowledge. Students will participate in a class discussions being sure to ask and respond to questions posed by posed by teachers and peers. Many texts about westward expansion will be read using a shared reading format. Again, modeling reading strategies and engaging in in-depth comprehension will be the focus. Students will follow along in their own copy and making note of key details in order to summarize the text.
I believe that the sophomores of 2019 taking English 10 Pre-AP next year at Clark High School should have Extremely Loud and Incredibly Close (written by Jonathan Safran Foers) and Something Wicked This Way Comes (written by Ray Bradbury) on their reading list for their summer assignment. Both authors teach important lessons through these stories that I feel are necessary for next year’s class to learn. Something Wicked This Way Comes is what I would consider to be a dark fantasy novel. This story of “Halloween” arriving seven days before October 31st is one that readers will not forget. Anytime they past by a carnival that sends a chill through their body they’ll think of Cooger and Dark’s Pandemonium Shadow Show.
Middle school often shows an increase teacher control and a curtailment of student freedom, as compared to elementary school. Finally, students are too often removed from the social support of teachers and are expected to compete rather than cooperate with each other in reading. To provide support for engaged reading,
After we tested Reid and analyzed the information, we created lesson plans that addressed his needs and we picked out books that were at the appropriate reading level for him. Each Thursday after we had finished testing, we had Reid read a Familiar Text while we took a running record. After we completed the familiar text section, we completed
Incorporating small reading allows all students participate and interact in reading out loud. The challenge of having different book assigned can have many benefits for students development, because they are able to move within reading levels as they advance their
The format for Wide Reading within this classroom structure would promote prior knowledge, autonomy, diversity, and routine. The routines are incorporated by the consistency of reading every morning. Mirabella and her classmates will be expected to enter the classroom and begin reading. Every Friday afternoon, each student will be provided with the opportunity to access a book of their choice. The books are based on multiple topics, which will allow for more diversity within the reading materials.
Practically everyone read one or two books, and then there was the occasional student who 'd managed to thumb through five or six. I was one of the last to be called on. “Kayla?” Mrs. Fisher said, prepared to tack on a book or two more. “Twenty-seven,” I’d said, and smoothed out my filled-up reading log.
Students will be on different levels of understanding of each character in this text. This group work allows students
After some time, his mother gave him a piece of an apple. However, instead of putting it in his mouth as could be expected, he took some time to observe this new object that his mother gave him. He actually did not eat the fruit until his mother directed his hand towards his mouth. Once he tasted it, his mother left and he continued eating on his