Reading Class Observation Observation completed by M.McLaughlin Teacher: Becky Anderson Students: Jenna H., Brittney G.

, May L., Anna G., Naomi L., Stephanie S. Date and Period: October 16, 2012 period 7 Feedback scheduled for: Thursday October 18, 2012

Agenda/Skills Covered Mississippi and Summer Freedom Finish reading and talk about highlighting

Comments Students break into their groups to finish reading the articles they started reading yesterday. You direct them to read and highlight the important information that they encounter. As they're reading, they take turns and at specified points, they stop and discuss what they've highlighted. You rotate between the groups and ask some direct questions, about the text, but also about what the students have highlighted. I like it that the students know that the final goal of this activity is to create a time line of events during the time period in which the book, The Help, takes place. Great incorporating non-fictional readings into class. When Anna and Naomi are finished, you meet with them to go over the items that they highlighted and create a plan for what they'll do next in order to create a time line of events. Interesting that Anna, was seemingly rushing through the activity, and benefited from cuing to refer back to the Fix it strategies when she couldn't figure out what year some of the dates were referring to. Also, while you're working with Anna and Naomi, the other group had some great collaboration in regards to what they should identify as the main idea. At the end of this activity, great discussion of where they're heading with this activity very clear. Projector on and the discussion questions are on the white board. Students are encouraged to refer back to notes or book while answering the questions great discussion about the book and the point-of-view for each chapter. The students, I sense, that they was to discuss the chapter beyond the parameters of what the questions ask. Maybe a broader discussion takes places and then the questions could be used as follow-up. I thought it was great that you'd refer to a specific quote in the text to support one of the questions and have a deeper discussion all but Brittney are very involved. Great think aloud modeling of making inferences in the text, I can tell the students are really thinking of why...nice work. It's appears that since Naomi has seen the movie, it's really helping her discern more abstract meaning from the text. Begin reading chapter 5.

Chapter 4 discuss questions

Read

Assign hw:

Rest of Chapter 5 (but it's determined (during class) that this will change based on progress made in class

As we've discussed, it's important that we're exposing students to not only fiction, but also nonfiction readings. I like how the students are practicing reading to build background knowledge for the novel, and practicing specific active reading skills. The students seem to be hyper-focused on the number of pages the homework is, and not hearing you when you said that the homework assignment would be determined based on how much reading is accomplished in class. Maybe to alleviate some of the stress placed on the homework during class, you should save writing it on the board till the end of class. I'm glad to hear that you worked with Naomi's case manager to discuss her profile more in depth and to help develop comprehension strategies and time management strategies which will her successfully develop a plan to complete her homework each night. And also communicated those ideas with Naomi.