Reflections
Reflection 1
Some of the things that I learned during last week were each of my student’s preferences towards reading, how to go about reading the book for each group, and at what level I should ask questions them questions. One disappointment that I had was the amount of participation that certain students had. Some of them weren’t interested in reading or paying attention, so I have to come up with a way to keep their attention on the reading. My plan for them is on Tuesday we will read and try to finish a book, then on Thursday we will go over the vocabulary, questions, and discuss the issue that was in the book. An issue that I defiantly want to explore with them is the environment, I have asked them and most of them seemed interested in learning about that issue. For some of them, when they started reading they would be really quite and no one else could hear them. So I told them that they have to speak loud enough so everyone can understand what you’re saying and after a few minutes they did. The book that we got through last week was called A for the Americas, and it was about the culture of some of the Hispanic countries, and the objective was to show them how much diversity there was in certain Hispanic countries.
Reflection 2
I read the "Gershon's Monster" by Eric Kimmel. The book had a lesson; when you do something good, you get something in return. My vocabulary words were – tzaddik, barged, parchment, prophecy, and immense. The issue he got from the book was cultural beliefs. Lauran read "Tornadoes!" by Gail Gibbons. The book itself is full of information about tornadoes and the effects it brings when tornadoes hit. Lauran chose to read "Tornadoes!" because the issue she picked was Natural Disasters, and how it affects us and nature in general. While reading about tornadoes she was able to tie in different competencies and lessons we learned in class while reading to the students. While reading the book she used denotation to allow the students look at the pictures of the book and give me their opinion of what was going on and inferring the classification of the tornado. While reading the students were able to identify the author’s purpose; informing us the readers about tornadoes. Vocabulary words she used were – demolish, foundations, devastation, humid, and cumulonimbus. The students learned a lot about tornadoes and the book and so did she. Lisa read "Magic School Bus inside the Earth" by Joanna Cole. Her and her students talked about the different layers of the earth and the different rocks presented in the earth's core and crest. Lisa’s vocabulary words were – sedimentary, metamorphic, jackhammer, axle, and igneous. Her final issue was the lack of earth supply.
Some of the things that I learned during last week were each of my student’s preferences towards reading, how to go about reading the book for each group, and at what level I should ask questions them questions. One disappointment that I had was the amount of participation that certain students had. Some of them weren’t interested in reading or paying attention, so I have to come up with a way to keep their attention on the reading. My plan for them is on Tuesday we will read and try to finish a book, then on Thursday we will go over the vocabulary, questions, and discuss the issue that was in the book. An issue that I defiantly want to explore with them is the environment, I have asked them and most of them seemed interested in learning about that issue. For some of them, when they started reading they would be really quite and no one else could hear them. So I told them that they have to speak loud enough so everyone can understand what you’re saying and after a few minutes they did. The book that we got through last week was called A for the Americas, and it was about the culture of some of the Hispanic countries, and the objective was to show them how much diversity there was in certain Hispanic countries.
Reflection 2
I read the "Gershon's Monster" by Eric Kimmel. The book had a lesson; when you do something good, you get something in return. My vocabulary words were – tzaddik, barged, parchment, prophecy, and immense. The issue he got from the book was cultural beliefs. Lauran read "Tornadoes!" by Gail Gibbons. The book itself is full of information about tornadoes and the effects it brings when tornadoes hit. Lauran chose to read "Tornadoes!" because the issue she picked was Natural Disasters, and how it affects us and nature in general. While reading about tornadoes she was able to tie in different competencies and lessons we learned in class while reading to the students. While reading the book she used denotation to allow the students look at the pictures of the book and give me their opinion of what was going on and inferring the classification of the tornado. While reading the students were able to identify the author’s purpose; informing us the readers about tornadoes. Vocabulary words she used were – demolish, foundations, devastation, humid, and cumulonimbus. The students learned a lot about tornadoes and the book and so did she. Lisa read "Magic School Bus inside the Earth" by Joanna Cole. Her and her students talked about the different layers of the earth and the different rocks presented in the earth's core and crest. Lisa’s vocabulary words were – sedimentary, metamorphic, jackhammer, axle, and igneous. Her final issue was the lack of earth supply.