Tutor: Cynthia Tutee: Myrocj & Amie Grade Level: 4/5 Reading Level: 5th Lesson #: 5 Evaluation/Reflection from

last lesson: We did the ReQuest technique for during reading and they seemed to enjoy it. They liked having the ability to ask the questions. However, most of the questions they asked were just there questions that were simple and had simple answers. Also, they were able to answer the question for the interactive entry well enough but when they traded off and had to respond to each other, they were somewhat confused and did not give much of a response. The fact that we were running short on time didnt help either. I thought by doing four chapters from the book, wed have more than enough time but the ReQuest and the timeline took a little longer than expected. Goals: - To help create a love for reading. - Improve comprehension skills by having students become active readers. - To understand and effectively write a R.A.F.T. for Maniac Magee. Rationale: - According to Walker, active readers are able to make connections between the text and self, text & world. They are able to use their prior knowledge and new information to build on their schema. Later, then can use all these skills to enhance their understanding. (Pg. 7, Walker) Walker, Barbara J. Diagnostic Teaching of Reading. New Jersey; Pearson 2008. Selection: - The diagnostic teacher supports students as they read so they can be independent learners and therefore think of themselves as readers. (Pg 51, Walker) - ReQuest is an attractive method for guiding students comprehension of a story or text selection. (Pg. 193, Bean) - .. it may be useful to guide the entire reading of a selection. (Pg. 197, Bean) Walker, Barbara J. Diagnostic Teaching of Reading. New Jersey; Pearson 2008. Bean, Thomas W. Content Area Literacy, An Integrated Approach. Iowa; Kendall / Hunt 2008. Rationale: - The ReQuest strategy was developed

Guided Reading Goals - To increase their comprehension skills by actively creating a picture in their minds. - To have them question and understand character motives. - To understand sequence of events; cause and effect. - Teach and use the ReQuest method to help promote comprehension. - We will use the ReQuest method before, during, and after reading.

Guided Reading Before - We will be doing the ReQuest again

because they did well with it but we will modify it by adding a question wheel. (last lesson, it was optional; this time, they will need to use it.) Each person will ask one question using our question wheel. (I will make a wheel that will use Bloom Taxonomy for different levels of thinking.) Everything will be done orally.

to help students adopt an active, questioning approach to reading. (Pg. 193, Bean) Since this is before, most questions will be directed towards what weve already read.

Guided Reading During - After each chapter, we will take time to ask a question - The plan is to go from chapter 15 through to chapter 18. - We will also continue filling in the timeline weve had since we started reading the book.

Bean, Thomas W. Content Area Literacy, An Integrated Approach. Iowa; Kendall / Hunt 2008. Rationale: - The ReQuest strategy was developed to help students adopt an active, questioning approach to reading. (P. 193, Bean) - Because the Request method can be used throughout the entire reading process, we will apply it to all three areas. - Graphic organizer technique is designed to provide a visual representation of the key words in content-area readings.(P. 243, Walker) - Research reviews on teachers use of graphic organizers shows that they lead to greater student engagement and support knowledge acquisition and transfer more effectively than simply reading text passages, writing summaries, or out-lining. (Pg. 213, Bean). Bean, Thomas W. Content Area Literacy, An Integrated Approach. Iowa; Kendall / Hunt 2008.

Walker, Barbara J. Diagnostic Teaching of Reading. New Jersey; Pearson 2008. Guided Reading After Rationale: - We will end by predicting What do - Research reviews on teachers use of you believe is going to happen next and graphic organizers shows that they lead why? to greater student engagement and - They will add traits to the character support knowledge acquisition and bubbles they already have and create a transfer more effectively than simply

new one for any new characters they have come across (Grayson).

reading text passages, writing summaries, or out-lining. (Pg. 213, Bean). Bean, Thomas W. Content Area Literacy, An Integrated Approach. Iowa; Kendall / Hunt 2008. Rationale: - By using this strategy, teachers encourage students to write creatively, to consider a topic from multiple perspectives, and to gain the ability to write for different audiences. http://www.readwritethink.org/professionaldevelopment/strategy-guides/using-raftwriting-strategy-30625.html Rationale: - Word study for advanced readers emphasizes active exploration of words and the application of word knowledge to spelling, vocabulary development, and the analysis of unknown words encountered in reading. (pg. 233, Bean) Bean, Donald R. Words Their Way; New Jersey. Pearson 2008. Rationale & Selection: - When students see parents, grandparents, and friends reading in their daily lives, then they too begin to value literacy as these role models do. (P. 28, Walker) - By reading to them, I hope to convey a love or interest for reading. - By discussing certain points, it will help model to students how I think as a reader. It will teach them to question and make connections. - Encourages them to become active readers (our main goal). Walker, Barbara J. Diagnostic Teaching of Reading. New Jersey; Pearson 2008.

Writing - We will do a R.A.F.T. (One student was missing the week we did it last time) - Again, the role will be a reporter and the audience is the world; maniac fans. - They will write a Breaking News blurb about Maniacs whereabouts and activities. - They will use their time line to create their little blurbs. (Word Study) **if we have time. - The students will work separately on their word sort and then they will compare.

Book Sharing (5-7 min.): - I will read from Hatchet. - After a chapter or a couple of pages (depending on the chapter), we will discuss what has happened and what interests or confuses us.