Reading Of Big Books (scribd)

Assignment 1 Part 1 (Self-reflection) Student Questioning In order to get responses from the students, I used open-ended questions. For example the question, “What do you think Biff is holding” was rather useful in getting the students to warm up as it had an obvious answer. From the picture, it is evident that Biff is actually holding a key and by asking this question, students can use the visual cue which is the picture to answer the question. By asking the follow up question, “What do you think is so special about this key?” I feel that it helped in getting the students to observe the picture. Their response was “It’s yellow and its glowing” which shows that they are able to observe and relate it to the question. This will help them to differentiate between pictures and print and understand the oral language and print relationship which is one of the components of early literacy knowledge as stated by Bainbridge, Heydon and Malicky(2009 pg.78). As mentioned by my peers, I could have done better in questioning the children. Peer 2 mentioned, “Reader did not respond well to students’ responses.” Peer 5 mentioned, “Reader was too fast when asking questions.” Peer 6 mentioned, “Could have asked more leading questions to help students to answer the questions asked.” Peer 14 mentioned, “Reader could have given more time for open-ended response.” The tutor mentioned, “Reader could have given more time for rich discussion from the floor.” In my opinion, the questions asked were relatively good as it got the children to respond. However, I have to agree that I did not build on their responses. There was no rich discussion and their responses were merely ‘one-two word’ answers. Therefore, it did not meet one of the main principles of shared book reading which is to ensure active participation from the students. Bainbridge, Heydon and Malicky(2009 pg.103) mentioned in Holdaway’s Discovery phase of shared book reading, the teacher should encourage maximum participation of the children

through and this should be achieved through proper student questioning and answering of students’ questions. I feel that I was too fast in asking the questions, I did not give the students enough time to respond to my questions. I should have echoed their answers and asked more questions regarding their answers so as to encourage interaction. From the transcript, I asked “what is so special in this key” and they responded that, “It’s yellow and glowing.”After that I proceeded on to reading the page. However, I should have built on their response, by asking what a normal key does and if they thought that this key will do the same. And depending on their answers, I could have intrigued them further. Scaffolding of student talk Personally, I feel that my attempt to scaffold student talk was not successful. I attempted to use cues from the pictures to help the students gain meanings of the text. Peer 12 and 17 commented on my discussion of the pictures and said that it was good. In lines 8-12 in the actual transcript, I tried to encourage predictions from the students so as to get them to talk and there was a positive response to my strategy. However in line 30, I could have improvised by posing the statement as a question and asking the students to predict if Biff will remain afraid or if she will become excited. Also in line 42, I could have asked what kind of adventure they would like so as to trigger their imagination. As I observed my classmates’ readings, I think that I should have adopted the strategy of masking certain words and pages so as to intrigue the students further. Natural flow of teacher talk In shared book reading, it is of vital importance that there is teacher talk and that the teacher is natural and does not disrupt the story and the learning to read. Personally, I think that the flow of teacher talk was consistent and natural. I used a set of leading questions and statements to ensure that there was a good flow of speech from one page to another. Peer 1 mentioned, “Questions

lead on to story and that is good”. I also feel that the teacher talk linked the text and pictures well. Voice modulation Peer 3 mentioned that, “There was a good variation in tone and clear voice.” Peer 5 mentioned that, “There was a good voice variation.” Peer 9 mentioned that, “reader possesses good voice control.” Peer 11 mentioned that, “Reader has good tone variation and pace.” And the tutor mentioned that, “Reader has good pronunciation and enunciation but need to be slower in reading.” Therefore, I have to conclude that I did well in this aspect. This is an important aspect of shared book reading as having good voice modulation models a good way of reading to the students. I felt that my voice modulation was good in engaging the students into what I was reading. However, I feel that if I had slowed down my pace, my reading would have been better. Ability to engage students I feel that I could have used better leading questions to intrigue the students and engage them. Peer 15 mentioned that, “Reader is engaging and asked questions.” However, I believe that the incorporation of props would have made it more exciting and intriguing. I could have also been more expressive when reading out certain words like ‘magic’, ‘what do you think will happen next?’ Pointer usage As mentioned by most of my peers, my pointer usage was not good. The pointer has to glide under the words to ensure that the students follow the reader which is one of the important purposes of shared book reading. In order to improve, I should practice using the pointer.

Assignment 1 Part 1 Peer comments Peer 1

Reader has a clear voice. There are good pauses in reading. Questions lead on to story and that is good. Pointer covers words when reading. Peer 2 Reader did not respond well to student’s responses and was too fast. Reading was okay overall. Peer 3 Reader did not use the pointer smoothly enough. There was a good variation in tone and clear voice Peer 4 Reader’s use of the pointer can be better, there is a clear voice. However could have slowed down the pace. Peer 5 Reader’s voice was loud and clear. There was a good voice variation. However, handling of pointer could have been better. Reader can slower down as the pace was too fast. Reading was alright, but pace was too fast when asking questions. Reader could have engaged the students longer. Peer 6 Reader could have used the pointer to point below the words and not on them. Reader’s voice was loud and clear, there was some tone variation. However it was a little fast and reader could have asked more leading questions to help students answer the questions asked.

Peer 7 Reader has a good voice projection. Reader was just a bit fast. However the reader was engaging. Peer 8

There is a good continuation. However, reader seems to be in a rush. Reader is humorous and engaging. Peer 9 The question, “what kind of magic” is not very good as the children will not know what types of magic here are. Instead the reader could have used questions like what special things can the key do. Reader possesses good voice control Peer 10 Reader has a loud voice and there is good interaction with class Peer 11 There was a good use of pointer and good use of questions. Reader has good tone variations and pace Peer 12 Reader was clear and detailed. Reader also talked about the picture Peer 13 Reader engaged students with questions. There was a good intonation and a clear projection of voice Peer 14 Reader could have given a little more time for open-ended response. Reader has a clear voice and pronunciation. Reader used effective questioning techniques Peer 15 Reader is a confident reader. Reader is engaging and asked questions and is well-articulate. Peer 16 Reader should have used a bigger book as the words on the book could not be seen. It was good that the reader recalled the name of the two characters.

However, should have slid the pointer under the words and not tap over the word. Good relation to who was scared. Peer 17 Reader could have used the pointer better by pointing at the words instead of covering the words. Reader had a good discussion of the pictures Peer 18 Reader could have used the pointer better by gliding it. Reader asked proper questions to engage students. Reader has a good voice projection Peer 19 If the reader had more interaction with the students, it would have been better. There was good eye contact. More extension/elaboration to the questions asked. Stay calm Peer 20 Reader has an accurate pronunciation and there was a good intonation while reading and it was loud and clear Peer 21 Reader was loud and clear and precise. There was a good pronunciation. The pacing was smooth and the speed was just nice. However reader should have tried not to point at each word individually and should have glided smoothly. The question, “how small do you think they became?” Should be become.

Peer 22 The reader talked a little too fast but the voice was loud and clear. Teacher Reader could have repeated students’ answer by acknowledging them like for example ‘key can open any door’. Reader should have repeated the response and not merely say good. Reader could have allowed more time

for rich discussion from the floor. Reader has good pronunciation and enunciation but need to be slower in reading.

Planned teacher talk Teacher:

Class, let us take a look at this picture here. What do you think Biff is holding?

Students:

Biff is holding a key.

Teacher:

Yes, you are right! Biff is holding a key. What is so special about this key?

Students:

It is yellow/different/not the same as a normal key… (Mixed responses)

Teacher:

Yes, it is indeed different. Something new! So let’s find out what this key does. Shall we?

Students:

Okay!! (Sounding excited)

Teacher:

(Teacher reads the page) Ah, so it is a magic key. What kind of magic do you think this key can do?

Students:

Hmmm…something exciting.

Teacher:

What kind of magic would you like?

Students:

Something which makes me fly/hide away from people/make me have super powers like a cartoon character.

Teacher:

Ok, so let’s see what happens to Biff and Chip

(Teacher flips to the next page) Teacher:

Ok, class what do you notice in this picture? What happened to Biff and Chip?

Students:

They got smaller!

Teacher:

So, this is what the magic did. It made Biff and Chip smaller! Will you be scared if you were that small?

Students:

Yes/No (Mixed Response)

Teacher:

Ok, so let’s see if Biff and Chip are scared ok?

Teacher:

(Reads the page). So, Biff seems scared and Chip seems like the brave one right?

Students:

Yes.

Teacher:

Ok, do you think Biff will still be scared? Or will she become brave like Chip?

Students:

She will become brave!

Teacher:

Ok, let’s see!

(Teacher reads the page) Teacher:

Look at Chip, here he looks very…… (how does he look?)

Students:

He looks very happy and excited!

Teacher:

And who is he smiling happily at?

Students:

Biff

Teacher:

And Biff looks?

Students:

Happy

Teacher:

How do you know that she is happy?

Students:

Because she is smiling and is waving

Teacher:

Before, she was scared right. And now she is happy. What do you think is the reason for her change?

Students:

Being so small, she became excited. And because of that she is not that scared anymore

Teacher:

So, let’s see what else happens in their adventure of being small.

Actual Transcript (Line 2)Teacher:

Ok, let’s look at this picture. Do you still remember who these people are?

(Line 2)Students:

Biff and Chip

(Line 3)Teacher:

Ok, so what do you think is in Biff’s hand? (teacher points to the key in Biff’s hand)

(Line 4)Students:

A key.

(Line 5)Teacher:

Ok, so what is so special in this key (teacher circles the key)

(Line 6)Students:

It yellow and its glowing.

(Line 7)Teacher:

It’s glowing. Yes, you are right.

(Teacher reads the pages) (Line 8)Teacher:

So what kind of magic do you think this is?

(Line 9)Students:

(No response for some time….) One student says it’s a laser eye.

(Line 10)Teacher:

Ok, so what kind of magic would you like to happen?

(Line 11)Students: So, that they can open any door. (Line 12)Teacher:

Ok, so let’s see what kind of magic it is

(Teacher flips to the next page) (Line 13)Teacher:

Ok, so what happened here? What happened to Biff and Chip?

(Circles the children) (Line 14)Students: They became smaller. (Teacher reads the first page) (Line 15)Teacher:

How much smaller do you think they became?

(Line 16)Students: Very small. (Line 17)Teacher:

Yes very small. Do you think they are scared?

(Line 18)Students: Yes… (Line 19)Teacher:

Will you be scared if you were this small?

(Line 20)Students: Yes… (Line 21)Teacher:

Why? Because you will be afraid that you can never become big?

(Line 22)Students: Yes… (Line 23)Teacher:

Is it? Ok.

(Line 24)Students: Afraid that I will get stepped on (Line 25)Teacher:

Oh yes, true. Ok, let’s see whether they are scared ok?

(Teacher reads through the page) (Line 26)Teacher:

So, who is scared here?

(Line 27)Students: Biff (Line 28)Teacher:

Ok, so who is the brave one?

(Line 29)Students: Chip (Line 30)Teacher:

Ok, so let’s see if Biff is still scared or does she become brave

(Teacher reads through the next page) (Line 31)Teacher:

Look at chip, how is he looking?

(Line 32)Students: Happy.

(Line 33)Teacher:

Very happy right. And look at who he is looking at.

(Line 34)Students: Biff (Line 35)Teacher:

Yes Biff. How does Biff look?

(Line 36)Students: Happy (Line 37)Teacher:

How do you know that she is happy?

(Line 38)Students: She has a big smile and she is waving. (Line 39)Teacher:

(points to the smile on Biff’s face) Yes, she is smiling and she is waving

(Line 40)Teacher:

Initially, she was actually quite scared and now she is….

(Line 41)Students: Happy. (Teacher reads the page) (Line 42)Teacher:

So what do you think they will do now?

(Line 43)Students: Go on an adventure (Line 44)Teacher:

Ok, go on an adventure. Ok, So let’s see what happens now.

Reference List World Wide Web Shared Reading. http://www.alpine.k12.ut.us/depts/curriculumDept/subjects/langArts/Framework/S haredReading.pdf Shared Reading, http://www.hubbardscupboard.org/shared_reading.html Textbook Joyce Bainbridge, Rachel Heydon, Grace Malicky (2009). Constructing Meaning; Balancing Elementary Language Arts, Fourth Edition, Toronto, Nelson Education.

Pictures of pages These are the snapshots of the pages which I presented Pages 6-11 from the Big book, “The Magic Key”