The Learning Activity Chosen Is For Year 3 Students

Each of the concepts in the article, “Books for Young Readers” addresses the goal of student interest and engagement in reading. The section, “Ways of Reading” talks about balancing the personal and pedagogical responses to reading, which is not easy to achieve. Laura Jimenez and Kristin Mcilhagga are refreshingly open and honest in discussing their lesson on children’s historical fiction where they used the graphic novel, Storm in the Barn, by Matt Phelan. The book served their pedagogical objectives, but neither Lisa nor Kristin liked the book themselves and their students noticed. When asked if they liked the book, they had to admit that they did not. Educators must put themselves in their students’ position when seeking interesting and

This type of activity requires the students roam around the room and revisit the different stories, the author's style and retell the stories to each other in order to sequence the events. It will provide additional time for the student to recall the stories.

Use comprehension strategies to build literal and inferred meaning about key events, ideas and information in texts that they listen to, view and read by drawing on growing knowledge of context, text structures and language

“Now it’s your turn. I want each of you to quickly pick a non-fiction book with your partner from one of the leveled baskets on the carpet – be sure to pick a book from your level. Look through the book together to research and talk about what you notice. Think about, ‘How do we read non-fiction? What are the text features in non-fiction books? How do text features help us?’ (I will write these three questions on the Smart Board for display as the students work). Okay, readers - select a book and let’s get started.” I will listen-in closely to the students’ conversations in order to get a sense of how much the students actually remember from last year. After the students have chatted for a few minutes with their reading partner, I will then ask them to share-out with the large group what they discussed.

The last chapters of the book the author will recount what are in her opinion the most complex and challenging experiences discussed in in her book. The chapters next last chapters are “Storybook Reading, Now The Robber is Nice, and What is Teacher Research”  these chapter are about stories and storybook readings, and conversations that remain in some tension. The author gives examples of the books she is reading for her class, and how the conversation is happening between her and the students.

3. What can you determine about the setting of the story (place, time, culture). What does the setting add the story's meaning.

Reading is one of the receptive skills that one uses to integrate most of information acquired from outside world and incorporate it as part of the knowledge. When it comes to improve students’ reading comprehension, a variety of instructional strategies needs to be considered to boost students understanding of a text meaning. However, in order to have a clear insight of what is being read students often find it difficult to choose the clues which at some extent help them perceive the main ideas of the text. On one hand, these difficulties are sometimes related to the application of a strategy that does not bring any effective results, on the other hand, a strategy seems not proper to lead students construct the meaning of what they learn.

Comprehension and responding to literature are used to help learners grasp the concept of the information or text to make meaning. Allowing them to draw from their prior knowledge eventually building on what they already know. As learners read they should make meaning of the text, while the teachers encourage learners to use various strategies along the way. “ With the educator observing and noting how the learner is processing text, occasionally providing guidance in use of reading strategies.” According to Bainbridge & Heydon( 2013, p. 277). However this paper consist of choosing an appropriate book to conduct a read aloud, choosing two comprehension strategies, reflecting on my teaching, saying why I chose the strategies, describing the read aloud experience, saying how the responding to literature went and explaining how the activity strengthen comprehension.

Yet, teachers are also using books students have no exposure to beforehand. Teachers must find a way to get students to connect to the story, form complex ideas about the story’s meaning, and show them how to prove these ideas; A difficult task to complete with books that take weeks to read. There is a need, therefore, to limit the quantity of tasks a teacher needs to complete to teach students how to interpret the text.

Second part will cover theories that can be linked with to understand deeper meaning, what the story may teach children, for example the book aim of the book is to teach children indirectly social skills important for their development.

Content indicator: Use comprehension strategies to build literal and inferred meaning and begin to analyse texts by drawing on growing knowledge of context, language and visual features and print and multimodal text structures (ACELY1670)

Walk into any school and you will hear the word comprehension. Comprehending text is a necessity for all students in all grade levels as well as individuals entering college and beyond. With the launch of the Common Core State Standards, students need to be able to show their comprehension of text numerous ways, and if the students do not have strategies and skills in place to comprehend a text, their future schooling will prove to be most difficult. Each year in my classroom, a number of students do not have any comprehension ability and fall far behind their classmates.

In my first semester of course work I completed a DRTA for the key assignment in Edu 624. This assignment required me to create a literacy unit based on one book consisting of a pre-reading, during reading, and after reading activity. This assignment gave me insight on how to differentiate instruction, be creative and develop an interactive lesson plan. The different methods of instruction will help the students grasp the material and stay engaged. This relates to the lifelong learning and Development framework by that an educator must always seek new teaching strategies to reach all of his or her students. Every student will not learn in the same way. Every day is a trial in error to figure out what works best for ones' students individually and collectively. In this key assignment, I guide the students through three different activities to help the students comprehend the story. These activities included, open discussion, putting the story in sequential order, connecting the story to the world around them and creating their own version of the story. Thus, students were given multiple opportunities to grasp what was happening in the story. During my student teaching, I guided students through this same process. The students read a new story about every 10 days. On day one of a story, students answered the essential question about the story in an open discussion. To do this the essential question would be posted on the reading focus section of the board. The students wrote on a sticky note their answer. Then students were called to post their answers around the question. After all students posted their answer, I would read out some of the answers and discuss them as a whole group. The purpose of this was to build background on the story in

According to Thompkins (2016) comprehension is the purpose of reading, students need to understand and enjoy what they are reading to learn from it. It’s the creative process of activating prior knowledge, to explore and apply what is read. For example, if students need to know how to play a new board game, they read the instructions for direction. Comprehension implies different levels of thinking: from literal to inferential, then critical and evaluative. Literal is the first level of comprehension, where the reader connects with the text, examine it and capturing the details, main ideas, similarities and differences, is the what, why, who, when, how process. Prior knowledge is building during this level. Instead the inferential level

Text comprehension is defined as “demonstrating understanding of the text at the mental model level by generating inferences, interpreting, paraphrasing, translating, explaining, or summarizing information” (Otero, Lecentsn, & Graesser, 2014: p. 17). There are various studies based on the cognitive science illustrating the understanding of text in relation to its comprehension for children (Chambres, Izaute&Marescaux, 2002). Such studies develop theoretical models for the comprehension process and test the predictions of the model by collecting empirical data from readers (Readence, J & Barone, 1997). Growth in reading is considered one of the most successful undertakings for most of the students (Searfoss, 1997).