ChiefLark3206
Question 97 Flag for review Michael’s second class of the day is…
Question 97 Flag for review
Michael’s second class of the day is an advanced reading class. The text book for the class contains a number of 2 to 3 page articles that include vocabulary lists for challenging or unusual words. It does not contain any comprehension questions, so the teacher must devise some for each article. Michael prepared all of his questions in advance at the beginning of the term, prior to the first class. This saves him the added hassle of creating new questions during the term when his time is taxed with marking and lesson-planning. After asking the students to open to the appropriate page, he asked them to put their pencils down and follow along while he read the story aloud to the class. Once he was finished reading, he asked the students to read the article to themselves and underline any vocabulary they did not understand. He circulated the room while they did this and made notes. Since the difficult vocabulary for the reading was already highlighted in the article, Sam was unsure of why Michael would ask the students to underline words in their books.
Why might Michael have begun his lesson in this way, first by reading the story out loud, and then by having his students read it to themselves and underline any vocabulary they didn’t know?
a.
He would read the story aloud as a warm up or engagement, similar to listening to a tape. Some students are auditory learners, so they have to hear the words out loud in order to recognize them. He would have the students underline unfamiliar vocabulary so that he could see which parts of speech were giving his students the most difficulty, allowing him to better focus future lessons.
b.
He would read the story aloud so that the students could hear the appropriate pronunciation. This would help them connect the sound of the word to its spelling, and it might help them to recognize words that they have heard before but have not seen in print. He would have the students underline unfamiliar vocabulary so that they would have a reminder of what words they needed to look up at home.
c.
He would read the story aloud because even in a reading class, the teacher should have a prominent speaking role. Teachers should be speaking 80% of the time, while the students speak 20% of the time. He would have the students underline unfamiliar vocabulary so that as he is circulating throughout the class, he can see which words his students find difficult. While some students may be reluctant to raise their hands and ask about unfamiliar words, they should be willing to underline it in their books.
d.
He would read the story aloud to help his students connect the spelling of the words to their pronunciation. This will aid with word recognition as students connect text to speech. They may not have seen some of these words printed before, but they may have heard them spoken. He would have the students underline unfamiliar words to see which vocabulary he should bring up with the class that students might otherwise be too shy to ask about.
