Week # 5 February 9 13, 2015

Journal
By Naika Guerra
Date: Monday February 9th, 2015
This day I shared with other classmates information about Saint Valentines Day. I
found this activity very interesting. It is also important to teach our students that this
is only a tradition in many countries and in Panama too but the most important is to
teach every day is a day to show love to a lovely person, a friend, a family member
a college and others.
Journal
By Naika Guerra
Date: Tuesday February 10th, 2015
Summary
RETELLNG STORIES
1- Introduce the Story. The teacher introduces the story by reading the title,
examining the cover of the book, or talking about a topic related to the story.
The teacher also explains that students will be asked to retell the story
afterward.
2- Read the story. Students read the story or listen to the teacher read it aloud.
3- Discuss the story. Students and the teacher talk about the story, sharing ideas
and clarifying confusions. (This step is optional, but discussing the story usually
improves students retellings.
4- Create a graphic organizer. Students create a graphic organizer or a series of
drawings to guide the retelling. (This step is optional, too, but its especially
helpful for students who have difficulty retelling stories)
5- Retell the story. Students individually retell the story in their own words, and
the teacher usually asks prompting questions to elicit more information:
What happened next?
Where did the story take place?
What did the character do next?
How did the story end?
What was the authors message?
6- Mark the scoring guide. The teacher scores the retelling using a scoring guide
as the student retells the story.
Effective Questioning Technique Tips
Always ask the question before calling on a particular student. Calling a
students name before the question is asked signals the other students that
they dont have to think about it.
Avoid bombarding students with too much teacher talk. Strive to talk less
and listen more.

Wait time should be more than 2 seconds, and can be as long as 6 seconds.
Practice to get comfortable with this technique. (Because of my Type-A
personality, this way really hard for me. I used to hand a designated studentusually one who needed help to stay focusedtimer and ask her or him to
help me in gauging my wait time.)
Practice calling on ALL students. (Its harder than it seems!) Consider
drawing names randomly, mark names on a seating chart as you call them,
or create another way to ensure that all students are given a chance to
answer at some point during the lesson. DO NOT let a few students
monopolize the question-answer session.
Give the same think time to all students! Often teachers give the perceived
brighter students more time to generate an answer than those who are
brought to be not so bright.
Require students to raise their hands to be called on. This helps ensure that
students are called on evenly and fairly. (It also helps students who need
help in controlling impulsivity)
It is motivating and cognitively helpful to have other students respond to or
elaborate on an answer rather than always having the teacher reacting to
each individual answer.
Ask students to orally elaborate (talk out loud about their thinking process)
on how they got their answers. This is a great help to students who need
tips on how to make certain connections, and it promotes Higher-Order
thinking.
When giving a follow-up comment, use strong praise sparingly. It is more
beneficial to have students comment on each others answers.
Avoid bluffing an answer to a student question for which you do not have an
answer. Be a good model in problem solving to find it.
Encourage students to ask questions about process as well as content.

Prompts to support the Use of Strategies

To support the control of early reading behaviors:
Read it with your finger.
Did you have enough (or too many) words?
Did it match?
Were there enough words?
Did you run out of the words?
Try _________. Would that make sense?
Try _________. Would that sound right?
Do you think it looks like _______?
Can you find ______? (a known or new word)
Read that again and start the word
To support the readers use of self-monitoring or checking behavior:
Were you right?

Wheres the tricky word? (After an error)

What did you notice? (after hesitation or stop)
Whats wrong?
Why did you stop?
What letter would you expect to see at the beginning? At the end?
Would ______ fit there?
Would ______ make sense?
Do you think it looks like?
Could it be ______?
It could be ______, but look at _______.
Check it? Does it look right and sound right to you?
You almost got that. See if you can find what is wrong.
Try that again.
To support the readers use of all sources of information:
Check the picture.
Does that make sense?
Does that look right?
Does that sound right?
You said (). Can we say it that way?
You said (). Does that make sense?
Whats wrong with this? (Repeat what the child said)
Try that again and think what would make sense.
Try that again and think what would sound right.
Do you know a word like that?
Do you know a word that starts with those letters?
What do you know that might help?
What can you do to help yourself?
To support the readers self-correction behavior
Something wasnt quite right
Try that again
I liked the way you worked that out.
You made a mistake. Can you find it?
Youre nearly right. Try that again.
To support phrased, fluent reading:
Can you read this quickly?
Put your words together so it sounds like talking.

Reflection
I liked the activity about retelling stories. There steps to follow as: introduce the
story, read the story, discuss the story, create a graphic organizer, retell the story

and mark the scoring guide. If I follow these steps when applying an activity as
retelling stories, I am sure I will get good results in the class.
Journal
By Naika Guerra
Date: Wednesday February 11th, 2015
Summary

The Essential Elements of Guided Reading

Teacher

Before the Reading

Children

During the Reading

After the Reading

Selects
an
appropriate text, one
that will be supportive

Listens in

Talks about the story

with children

Engage
in
a
conversation
about
the story

Read the whole text or a

unified
part
to
themselves (softly or

Talk about the whole

story

Observes the readers

Journal
By Naika Guerra
Date: Wednesday February 11th, 2015
Reflection
I learned the essentials elements of guided reading for the teacher and for the
students. These elements are important to follow before, during and after the
reading.
I thank Dr. Patton to give me an explanation about the lesson plan. I am learning
about the lesson plan format in the KY, USA. It is new for me the use of the
standard and also the explanation about every single thing the teacher and the
students do at class. I must list every detail.
Journal

By Naika Guerra
Date: Thursday February 12th, 2015
Summary
A checklist for Analyzing the Classroom Environment
1. Are there well-defined areas for large, small, and independent work?
2. Is the classroom library inviting and well organized?
3. Are books easy to find and return?
4. Are there books integrated into the work centers?
5. Are there numerous displays of written language at eye levelprint for
reading around the room?
6. Are management tools such as a work board, helpers chart, or class
rules located within easy view without usurping areas needed for
reading around the room?
7. Are pocket charts being used in several locations?
8. Are all materials clearly labeled? Are there some people, written
directions where appropriate?
9. Are there resources such as poems, charts, big books, and other print
materials readily available for children to read?
10. Are all materials organized for easy access and return?
11. Are furniture and dividers arranged so that the teacher can have a full
view of the classroom?
12. Is there a comfortable and well-supplied area for independent reading?
Writing?
13. Are noisy and quiet areas separated?
14. Are there neat, usable places to store, remove, and replace student

work?

Different Ways to find out students understand (comprehension)

Make a chart or diagram
Write a letter
Conduct a discussion
Create an advertisement
Write an easy
Participate in a simulation
Create a poem
Do a photo essay
Create an invention
Teach someone else
Participate in a mock trial
Design and teach a class
Devise a new recipe
Write a monologue
Illustrate a concept
Do a presentation
Do a demonstration
Make a scrapbook
Participate in a debate
Make a video
Design a structure
Write a song
Design a game
Present s news report
Interview
Create cartoons
Give a performance
Depend a theory
Create a brochure
Develop an exhibit
Create a dance
Create a puppet show
Keep a journal
Do an experiment
Write a book
Create a rubric
Make a learning center
Solve a mystery
Critique a book

Reflection
Today, I analyzed the classroom environment. I drew the classroom I have in
Comercial Tole and shared with my classmates.
This day I also reviewed the different ways to find out students understand as:
make a chart or diagram, write a letter, create a poem, participate in a simulation,
design a game, make a video and others.
Journal
By Naika Guerra
Date: Friday February 13th, 2015
I liked the activity that we developed today. It was to write a card to a friend. I wrote
him to thanks to be my friend and wish him a happy valentines day. I can use this
activity with my students and they can apply their writing skills.