Do Good Readers 'Retell A Lesson From Stellaluna'

I want my students to understand and comprehend the concepts and skills from the activities. For Knowledge & Understanding category of L.T. #1, I will include 1 multiple choice question so that my students will understand the importance of knowing what an illustration is, and why they are important in the text. For L.T. #2, I will give my students 2 true and false questions

In the short story "Clover" by Billy Lombardo, Graham made a plethora of actions towards the students, and toward other educators comments, and the author made a great deal of unique characteristics in the classroom. The author amplified the believability of the story by telling the students about his house, and how it is going which was stated in paragraph six. He also accurately brought the connections, and happy interactions in paragraph four, that were explaining how that the students, and Mr. Graham have already discussed the subject. The author shows that Mr. Graham has picked up on recurring events, such as how the girls meet in paragraph two.

Then the students swap their responses with each other to check them. At the end, the teacher elicits answers and if there is a problem, the teacher will highlight it with the class discussion. RATIONALE : I’m going to use skimming task for getting the gist of the text. Reading for a gist will give the general meaning of the text.

A short stories plot has a major effect on the theme. Themes of the stories affect not only the writer but also the readers in modern day. Within in the short story, “The Things They Carried,” readers can connect to the author by understanding

Bryce‘s responses in the reading comprehension unit demonstrate his ability to read and understand both fiction and non-fiction material at grade level. He was able to use a variety of comprehension strategies to make sense of unfamiliar text. Bryce‘s narrative piece entitled Blackout, demonstrates his ability to write grade level text for a variety of purposes and audiences. He is able to organize his writing effectively by including details to support his main idea. Bryce used language intentionally and edited his work for spelling, punctuation and grammar.

When reading a story, it is helpful, sometimes essential, to have some background information before reading to understand the meaning, and my paper offers that. My response was significant because every person has a different interpretation and my interpretation was an example of what the author hoped to accomplish when writing the

M~ demonstrated minimal creativity when he retold a story. He identified concrete details instead of generating imaginative themes. M~’s story retell lacked the character’s feelings, problem, plans, and attempts. The book Tuesday, contains creative context and opportunities, such as frogs flying on lily pads and pigs flying.

The structure of the story graphs out the narrator 's life in chronological order. Each year is unique by presenting new information about the narrator 's life along with simple conclusions within that year. Throughout the years, a reader can draw

My instruction engaged students in developing the essential literacy strategy of retelling a story by using the identified story elements and sequencing those elements in the correct order that were learned from the fictional text. The students are developing their retelling and sequencing skills through me actively engaging the students while modeling in whole group discussion and supporting the student to practice and apply the strategy of retelling. In video clip one, the students are actively engaged in whole group discussion. During the time of (0:08 - 2:08), the students are being prompted to share what story elements are and how we use the 5 Finger Retell to support our thinking when we retell a story. Within the 5 Finger Retell strategy

The following questions should be addressed: What happened during my lesson (what did the students and I say and do)? How effective was my lesson design and teaching? During my lesson I talked with the kids about emotions. Some kids had a hard time differentiating between emotions, and explaining how certain things made them feel when it came to the more complex emotions.

The key ideas in this strategy is to have the students act out an event in each section (beginning middle and end) of the book out. This shows the students that more then one this can happen at the beginning of the story but it still is I the beginning. This also gets the students involved in what they just sequenced and it a way to get them up and moving. This strategy guides the learner because they have already identified what belongs in each section of the story. It also helps the learner because they work in teams and can come up with an action for the beginning, middle or end of the story by working as a team.

Initially, the assessment task had required revision to ensure that it had remained clear for students, by the inclusion of details such as the date for this task and the allocated time to be taken. It was also suggested from our peers that the assessment could be revised by excluding the fakebook notes from the assessment criteria, as it is already implied that they use this information to support their interpretations. A point of useful feedback received was the inclusion of success criteria for our extended response, which we shall implement as we agree it will strengthen student’s responses. It also had been pointed out that our timing needed reviewing, for example our “Kahoot” activity even though receiving positive critique, it was suggested that more time could be allocated to it or even to shift this mini quiz to the end. However, after though, it was decided to keep it at the beginning as it proved to be most beneficial in this instance in recapping prior knowledge.

It demonstrates things in a chorological order to shoe the readers how time and the events relates. The participants

The students were highly engaged. I could say that the concepts to be learn were explicitly linked to ELLs’ background experience and past learning. I listened to the teacher’s speech and voice projection, it was appropriate (not too slow, not too fast), and she emphasized the importance of being respectful/active listeners. She ensured that each students had sufficient time to respond to her questions, and clarify if a student seemed confused (regarding the objectives). As the students did the group work, Mrs. Carbone foster noticing.

Bock (2006) uses Labov’s narrative structure and follows Gee in dividing the narratives into stanzas. This is a hybrid of analysis and Bock believes it is very effective and convincing since Labov’s narrative structure allows her to identify the framework of the narrative in order to dig out the notion of evaluation and in the same time, Gee’s structuring the narrative by grouping it into lines, stanzas and parts allows her to highlights the overarching narrative as well as the mini-narrative under the big umbrella of the narrative itself. Apart from that, through the story from Bock, Toolan (2006) believes story has no time constraint; it can be re-opened anytime by the speaker differently with the fact amended or