Tara's Chapter 7 Reflection

this chapter was about reading aloud and shared reading. again im going to talk about last semester because i dont do anything reading related this semester. the kids i have this semester just dont read at all. maybe a couple of kids actually do read, but they only get about five minutes to read and all the rest of the time is designated for their testing.

i must say i did a lot of reading alouds last semester. my second week in to the semester last semester i was doing read alouds. i basically did a read aloud every thursday until the end of the semester. my mentor wanted me to do these because the kids loved to be read to, she wanted to them to understand story mapping like the beginning, middle, end, and the problem-solution, and she also wanted them to understand about the main characters. she let me pick any book i wanted as long as they had main themes to it or the problem and solution was very apparent for the kids to see. the first book i read was the hawaiian version of the three billy goats gruff. i taught the kids hawaiian words and i asked them to look at the book cover and tell me what they think the setting is what they think the characters are and what they think the problem is going to be. i was really impressed with all the ideas my first graders could come up with. and they were very engaged in the story when i read to them. i had this big poster with the setting, characters, problem, solution behind me and when we came around to one of those concepts, the kids would tell me and i would write it down or write more down since they already told me in the beginning what they thought the story was about. i would also stop every once in a while to to show the kids the pictures in the book and ask the kids questions like how many bridges are in the book or what kinds of fruits can they see or what do they think is going to happen next. i got some really impressive responses. we would go over the beginning, middle, and end of the book just to see if the kids understand. i would also ask if kids could tell me what happened in the story when i was done with the book. i would call on kids who raised their hand and some who didnt. my mentor teacher used the book to let them write in their journals. she would let them make up their own story related to the book, or she would pose a question that came from the book and she would tell the kids to write in their journal. she would let the kids write in their journals to get them used to writing and so that she could see where the kids were at in their writing. it was good. so i think what i did with the kids covered all the topics taberski talked about in this chapter.