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There is one part where Rick reads a page from the story book where the
grandmother mentioned how her granddaughter had grown a lot from the last week she
met her. And as a reply, the granddaughter also mentioned that her grandmother also had
grown a lot. Rick get the pupils to think whether a person can grow that much in a week
and the pupils respond with No as an answer as they know the logic that a person
cannot grow that much in a short period of time. Rick constantly get the pupils to think
whether about the character or about the storyline. Rick concludes the question and
answer about the grandmother and granddaughter by saying that they are close together
that they can joke around about being grown up a lot. That way, Rick teaches the pupils
the close relationship between families from that one particular page. He is able to get
the pupils to think away from the context of the story. However, Rick may involve the
pupils in the reading by asking a few pupils to read part of the story so that they are more
engaged to the story or the learning process. When the pupils are involved in the story,
they actually will feel important and appreciated as they are given the mandate to
exchange role with their teacher to read the story to their friends.
In another part of the mini lesson, Rick asks the pupils to turn to talk to a
partner about what do they think is the surprise for the fathers birthday. This is because
in the previous part of the story book, there is a question on who learns to read and wants
to get it as a surprise for the father. The pupils talk about their opinions regarding who
wants to give surprise for the fathers birthday by learning how to read. Through this
session of Think-Pair-Share, the pupils are interacting with one another instead of sitting
and listen quietly to the story. The one-to-many approach during the discussion and the
one-to-one approach during the sharing activity, actually help the pupils to further
enhance their reading skills as well as their communication with friends by sharing their
opinions. Rick then reads the ending of the story by confirming that it is the grandmother
who learns to read for the fathers birthday. The pupils get to know whether their
predictions and opinions about the surprise are true or not. Predicting is another reading
skill that should be applied in every reading teaching and learning session. This is
because every pupil has their own imagination of the story and through predicting, they
will be able to develop their predicting skills and apply it in their daily life situations as
they see fit.
develop their thinking skills and be more open about what they are imagining about the
story.
The pupil that Rick has chosen actually is not able to monitor her reading well
as she cannot understand words, individual words. She may have problem with
connecting the words with the entire sentence and visual aid to actually get the meaning
of that one particular word. She may be able to guess the meaning if she can relate the
context of the sentence with the word. That is where the predicting skills come to life.
Pupils need to apply predicting skills as much as reading skills in the reading session. As
for the pupil, Rick asks her to read the story in front of him and tries to find places where
she will be able to get the understanding of the words. For instance, the girl did not
understand the word conceal, thus, for another option, she lets the pupil to ask her
friend the meaning of the word since she cannot find the meaning from other places in
the book. Besides, through asking friends, pupil actually will be able to get the meaning
of the word in a non-threatening way.
Apart from that, Rick also uses another method that is not used in the first
video which is keeping track of the pupils progress in a notebook. Rick approaches one
by one pupil during the silent reading session and jot down their progress in reading the
book in his notebook. That way, he will be able to know what is needed by the pupils to
become better readers. This is a good method that a teacher can apply as they will be able
to maintain the attention to the pupils while they are reading and analyse what problem
the pupils are facing while reading the story book during silent reading.
In conclusion, from both videos, there are various methods, approaches and
material used by Rick in teaching reading to the pupils. By varying the way of teaching
reading, teachers may lead the pupils to read better and in a more enjoyable way that the
pupils think are interesting. However, Rick may have used many other additional
materials other than story book. He may vary his materials such as using picture cards,
reading worksheets and so forth. Using more than one materials for teaching reading will
enable the pupils to be more interested towards the learning session and will gain
motivation to finish what they are reading.
REFERENCES
Kleine, R. (2011). Rick's Reading Workshop: Mini-Lesson (In Group). Retrieved on 5 th
November
2015
from
http://www.youtube.com/watch?
v=CJjGKJawG8U&feature=youtube_gdata_player.
Kleine, R. (2011). Rick's Reading Workshop: Silent Reading. Retrieved on 6th November
2015
from
http://www.youtube.com/watch?
v=lFcNpqNAL0&feature=youtube_gdata_player..