Video Reflection

With the read aloud came a recording so that I can see things I did well and things that I need to improve on to better myself as a teacher. Compared to the first half of the semester, I think that I improved significantly on the tone of my reading. I put emphasis on important terms and details when I wanted the students to become aware of key details. However, I love when teachers are able to change their tone and do different voices with different speakers. When students are not able to see the different speakers in the text, it is important to use innotation so that students can tell there is a change in mood, speakers, etc. I think that I did a good job at looking at the students during my read aloud. However, I have to make sure that I know where to look back (on the page). Many times I had to pause in order to find my place again. In order to correctly model fluency, I need to be able to find my place again when I look up at the students. I did not have the physical book at hand; I only had copies of the pages so proper "read aloud position" was not implemented this time.

When I asked questions throughout the book (i.e. what does Nick get next to his name now), the students were able to correctly answer the question- telling me that the students were listening and comprehending. While I was reading, the students were either looking down at the carpet or at me. No students were talking to each other during the read aloud or playing with any objects. During parts with imagery, I had the students close their eyes and imagine. This chapter only had one picture (different from most of their texts in their lexile range). When the students were finally able to see the picture, we compared the picture to their imagined thoughts.

What surprised me during the read aloud/video was the students response to my opening question, "Can someone please tell me a first day of school experience?" Many of the students told sad and horrible stories- stories of insecurity and fear of public schooling. I did not realize the pressure the students are under to fit in, yet they have insecurities of their dyslexia.