EDUC 302 Instructional Practices for Reading Teachers

EDUC 302 Instructional Practices for Reading TeachersComplete the template below.Teacher Candidate:Student Grade Level:Reading Selection (narrative informational text or story):DirectionsSee text page 215 and 363 for details and examples. If you are not presently teaching you can still conduct this activity with at leastthreeelementary aged children.1. Have students focus on the title and illustrations and ask them:· “What do you think this story will be about?”· “Why do you think so?”2. Write students’ predictions on chart paper or the board.3. Direct students to read to a logical stopping point. Then ask:· “Now that you have had a chance to read the beginning of the story what do you think it is about?”· “Would anyone like to change predictions or make new ones?”4. After students have made or refined predictions ask:· “How do you know? Read the lines that prove it.”5. Redirect questions as needed.6. When there are no more ideas direct students to read the next segment of the text silently.7. Ask similar questions and other related ones.8. Have students continue reading the text stopping at logical points and engaging in the same cycle of questions until the story is finished.9. Complete the template below.· Enter three students’ names at the top of the three empty columns.· Check the behaviors that apply to each individual student.· Write a summary and reflective analysis of the experience at the bottom of this template.Reading Behavior During DRTAStudent NamesReading Title/Pictures of Selection1. Participates in predicting / is cooperative2. Makes some predictions with coaxing3. Initiates own predictions eagerly after prompting with title4. Low risk taking / reluctant5. Predictions are numerousAfter Reading Sections of a Selection1. Retelling is accurate2. Retelling is adequate3. Retelling is minimal4. Confirms or refutes past predictionsWrite a summary and reflective analysis of the experience below:BOTH the summary and the reflective analysis should be 250-300 words each and should be thorough in describing the experience (summary) and your thoughts about it (reflective analysis) in order to receive full credit.Directed Reading-Thinking Activity InstructionsThe Directed Reading-Thinking Activity builds critical awareness of the reader’s role and responsibility in interacting with the text. It involves readers in the process of predicting verifying judging and extending thinking about the text material.For this assignment you will need to work with 3 elementary aged children. As you work with the students follow these directions:1. Have students focus on the title and illustrations and ask them:· What do you think this story will be about?· Why do you think it’s about that?2. Write the students’ predictions on a chart paper or the board.3. Direct the students to read to a logical stopping point then ask:· Now that you’ve had a chance to read the beginning of the story what do you think it’s about?· Would you like to change your predictions or make new ones?4. After the predictions have been changed or refined ask why they made the change or find the specific part in the book that made them think that.5. Redirect questions as needed.6. When there are no more ideas direct students to read the next segment of the book silently.7. Ask similar or other related questions.8. Have students continue reading the book stopping at logical points and engaging in the same cycle of question until the story is finished.As you work with the children complete the Directed Reading-Thinking Activity Template. Compare your submission to the grading rubric provided.When you’ve completed the activity write a summary and reflective analysis of the experience. Both should be 250–300 words each and thoroughly describe the experience and your thoughts.For examples and details on this assignment refer to pages 215 and 363 in the textbook.This assignment is due by 11:59 p.m. (ET) on Monday of Module/Week 6.Directed Reading-Thinking Activity Grading RubricCriterionPoints PossiblePointsEarnedInstructor CommentsStudent Checklist30A 250–300-word summary is included on the provided template and is full of thought insight and analysis of experience.50A 250–300-word reflective analysis was included on the provided template and is full of thought insight and analysis of experience.50Assignment is virtually free of grammatical errors; flawless.10Total140