Anticipatory Set
I first started with the anticipatory set with my students, which took about five minutes. I explained to the students that today’s lesson talked about reading comprehension and comprehension strategies. I then picked up a difficult book and began reading loudly. The students gave me a weird look and covered their ears. I asked them if I was too loud and they replied “YES!” I then began to read softer and they still had funny looks on their face. I asked what was wrong and they replied: “What are you talking about?” I asked them if they knew anything about Anatomy & Physiology? They replied, “No, what does that have to do with reading comprehension?” I put the book down and began my review with the prospective students. …show more content…
After the worksheets got handed out, I told the students that they had 20 minutes to read and write down three questions as they read. The students and I discussed the specific question they need to keep in mind; questions to “clarify” information and “I wonder questions” to show curiosity, theses questions can have multiple answers (“Reading-Without-Limits,” 2013). I then gave them a choice of what they wanted to read to complete the assignment; the elementary student picked My Parents Think I’m Sleeping by Jack Prelutsky, the first high schooler picked Monster by Walter Dean Myers, and the second high schooler picked The Fault in Our Stars by John Green. The students were asked to read for 20 minutes and as they read they needed to stop and jot down three questions on the “Asking and Answering Questions” worksheet. I started a timer and as the students read I walked around and stopped to speak with each individual student to ask them about their particular story. I spent the majority of my time with the youngest student. The older students worked well independently. Once the students finished the first worksheet they were given the next
I first started with the anticipatory set with my students, which took about five minutes. I explained to the students that today’s lesson talked about reading comprehension and comprehension strategies. I then picked up a difficult book and began reading loudly. The students gave me a weird look and covered their ears. I asked them if I was too loud and they replied “YES!” I then began to read softer and they still had funny looks on their face. I asked what was wrong and they replied: “What are you talking about?” I asked them if they knew anything about Anatomy & Physiology? They replied, “No, what does that have to do with reading comprehension?” I put the book down and began my review with the prospective students. …show more content…
After the worksheets got handed out, I told the students that they had 20 minutes to read and write down three questions as they read. The students and I discussed the specific question they need to keep in mind; questions to “clarify” information and “I wonder questions” to show curiosity, theses questions can have multiple answers (“Reading-Without-Limits,” 2013). I then gave them a choice of what they wanted to read to complete the assignment; the elementary student picked My Parents Think I’m Sleeping by Jack Prelutsky, the first high schooler picked Monster by Walter Dean Myers, and the second high schooler picked The Fault in Our Stars by John Green. The students were asked to read for 20 minutes and as they read they needed to stop and jot down three questions on the “Asking and Answering Questions” worksheet. I started a timer and as the students read I walked around and stopped to speak with each individual student to ask them about their particular story. I spent the majority of my time with the youngest student. The older students worked well independently. Once the students finished the first worksheet they were given the next