Thursday, October 13, 2011
Cedar Ridge
I absolutely loved the observations at Cedar Ridge this time around. I observed several second grade bilingual pull out reading groups. The teacher related her instruction very closely to what we have been reading and the "Big 5." One example was with phonetics, the teacher asked the students to write words that she said. Each student got a small white board and wrote their answers on their own board, sounding out each letter. To start, she allowed the students to do some independent reading on their own. She also did pre-reading activities in which she asked students what they knew about the book and went over key vocabulary words. After reading together, the teacher recapped the story with the students. I think the small group size and constant interaction made the group very successful!
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My prospective teacher, Mr. Miles, did the same thing by introducing the book during their read aloud. While I grasped the concept during our reading, it was really interesting to see pre-reading activities firsthand.
ReplyDeleteI'm glad you guys picked up on pre-reading andthe importance of those sorts of engagements. Too often teachers just jump in without engaging students' interest, background knowledge, and foregrounding important vocabulary or text features.
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