Guided Lead Teaching
1. My target area for guided lead teaching is reading
comprehension/strategy instruction. Specifically, I will be focusing on background
knowledge in week 1 and story structure in week 2.
2. Mondays and Fridays I will have up to one hour. Tuesdays,
Wednesdays, and Thursdays, I will have thirty minutes.
3. Common Core Standard:
Reading Standard, Key Ideas and Details:
Reading Standard, Key Ideas and Details:
Refer to details and examples in a text when explaining what
the text says explicitly and when drawing inferences from the text.
4. Being able to comprehend text is an important skill for
life because of there are a variety of texts that people read throughout the
day that need comprehended. Learning comprehension skills is learning literacy
and allows students to better learn through literacy.
5. Right now, the talk that takes place is teacher led. I
would like to see more student led talk. Specifically, I want students to be
able to share their thinking aloud and to listen and build off of each other’s
thoughts.
6. The core practice I want to develop as I teach is using interactive
read alouds. I don’t really have much experience with any of the core practice.
I can see myself using this practice in the future, so I wanted to gain
experience with it.
7. My resources include my MSU professors, colleagues, my
field instructor, mentor teacher, and other teachers in the building. I have the
Reading Street information, Strategies that Work, Literacy for the 21st
century, and a variety of articles.
8. I want to find more examples of interactive read alouds
so I can see models of what I am trying to do.
9. I am not really sure how to best pre-assess my students
on comprehension strategies. I do not know if it is beneficial to ask them about
what the strategies mean along with an question that leads the students into
using the strategy.
10. I want to find out more about my students’ comprehension
struggles and abilities and what they know about comprehension strategies.
11. I want to know how to pre-assess comprehension
strategies and to see models of what interactive read alouds look like.
12. No concerns yet…
This wil be really cool. 'Strategies that Work" has an interesting article on interactive read alouds on page 78. It talks about a teacher working with immigrants in San Diego. It started with the teacher modeling how to do this. I think this kind lays out how to train your kids to 'bounce off each other." It might start with you modeling, then students modeling with you, then with each other in pairs, then move to whole class.
ReplyDeleteYour students are going to love this lesson. Activating background knowledge can get them so excited because they love to talk about their lives. I heard of a class starting with a symbol they would show when they had a connection like a hand movement or something. This was just used because the teacher wanted to stop less but it could be something you could use differently to get the whole class involved.