PLEASE READ CAREFULLY. RESPOND TO THE PEERS SEPARATELY. RESPOND TO PEER 1 THEN TO PEER 2. THE LAST RESPONSE IS A QUESTION FROM MY TEACHER PLEASE ANSWER THIS ONE TOO. When responding to your peers in such a way that is directed to their initial posting, make it personal to them, not generic. Refer to a point they made in their post, ask deeper questions about a statement they made, relate an experience that you had that correlates to their post. Be sure to address all of the Guided Response criteria for each peer response. Feel free to ask questions of them for clarification if needed or agree/disagree with their position (in a non-accusatory way) and back it up. (This above is what the teacher expects when responding to peers. Below is the Guided Response criteria in which is very important an has to be addressed) WHAT IS UNDERLINED IS IMPORTANT Guided Response: Review your classmates’ posts. 1. Imagine you are a principal. You have observed the lesson of two of your preschool teachers and are now sitting down with them to provide feedback about their lesson. 2. Respond to your classmates by providing them with feedback. 3. What stood out as being especially effective, and why? 4. Did you feel that the common core standard the lesson focused on was appropriate? Why or why not? 5. Were there any steps left out of the process? If so, which ones? 6. Lastly, what culminating questions stood out as being effective, and why? PEER1 · The title and author of your chosen story: The title of the book is The Three Little Pigs by Joseph Jacobs and illustrated by William A. Walsh. · Why you selected that particular story? The reason why this book was selected is to help children understand first, second, and third. This is also a book that is predictable with the wolf going from one house to another house blowing it down until he gets to the last house and can’t blow it down. It’s a simple book that can be easily recalled and acted out with children/ · The steps you will take to prepare your story for telling. I would show the front of the book to the children asking them what they thought the book was about before reading. I will also provide the students with materials that they can use to help tell the story. There could be felt board story pieces that are used. I would also just have the students act out the story after it has been a few times to them. · Things to consider while performing the story. Things to consider while performing a story is tone of voice and facial expression to make the story come alive. Another is track the text while reading. Point at each word while your read the story. Invite the child to join in with repeated and predictable words, phrases, rhymes and refrains. Then point to the page where the story begins and draw attention to the page where the story ends. · How you will model good storytelling to your students? The way that I will model good storytelling to my students is by using different tones of the voice along with facial expressions to show the characters expressions. Another way to help model good storytelling is to show enthusiasm in my reading so that the children are excited about hearing the story. · The specific culminating questions you might ask once you have finished the story. o I wonder what the three little pigs and the wolf are doing now? o I wonder how the three little pigs and the wolf are feeing? o I wonder what other materials could the little pigs use to build their homes? o Have the children recall the order of the houses being build. · Which of the Common Core State Standards for English Language Arts(Links to an external site.)Links to an external site. (Links to an external site.)Links to an external site. for grade level K-5 (pg. 11) might be a focus for this lesson, and why? o Key Ideas and Details § With prompting and support recall familiar stories including key details. o Range of Reading and level of text complexity § Actively engage in group reading activities with purpose and understanding. o The reason why I chose these is because it is important that children can recall stories, events and other important information throughout life that include key details of what had happened. Also, being able to be engaged in group reading activities with a purpose and understanding of what is being read. PEER 2 · The title and author of your chosen story The Boy Who Cried Wolf By B. G. Hennessy · Why you selected that particular story This story has an important and overall wonderful aspect for teaching children to be careful what they keep saying, or portraying. The moral lesson is valuable and gives children something they can build on through there lives. To me personally this was always a good lesson to learn, and it is important for teachers to help children understand why and how their words and actions can effect their experiences. · The steps you will take to prepare your story for telling Initially it would be beneficial to the students, for me to have a little skit performed. First explaining to the children that I will be doing a skit, then teaching them why the skit is important. I would have a child come up to the front of the class with me and make a basic statement to that child. For instance, “hello Emma, I’m your teacher and I am going to hand out donuts this morning to each of you.” This will be something that Emma and the rest of the students will be interested in and look forward to and can relate at their level. I will then make a statement to the reasoning behind not giving them any after each time I say that I will. I will again repeat my statement to Emma about handing out donuts, then retract my statement for more reasoning. I will continue this until I can observe that most children are starting not to believe me. We will have a pre discussion before reading our story about how they felt about me saying I would give them donuts, but never did? Did they feel it was right? How did it make them feel? What should I have done instead of keep promising donuts? After discussion, I would then explain to them the general idea about what the book, The Boy Who Cried Wolf is about, the characters involved, and how the boy acted a little like I did, and it affected him negatively, then begin to read. · Things to consider while performing the story It is important to ask questions, and to continue to help the children understand the importance of the lesson. It’s imperative that I as the teacher watch the children’s responses and expressions and confirm they are comprehending the best they are able to. · How you will model good storytelling to your students It is important to show facial expressions and voice fluctuation in order to fully portray the feelings behind the words of the book. I want to show a lot of the same mannerisms in the story that I performed in the skit so they can grasp the idea of what might happen, and start developing a strong comprehension of the lesson. At the end of the lesson plan I would give them their donuts and keep my word! · The specific culminating questions you might ask once you have finished the story 1. How did the boy sound a lot like what I did in the skit? 2. What negative things can happen by saying things that are not true or correct repeatedly? 3. How would it make them feel if they needed help, but no one believed them they needed it? 4. What are ways the boy and I were alike in our actions? 5. How could we have spoken more honestly? · Which of the Common Core State Standards for English Language Arts for grade level K-5 (pg. 11) might be a focus for this lesson, and why? Kindergarten would be the best level to begin this lesson. With prompting and support, we can ask and answer questions as a class. They are at the age to compare the books story to the skit prior to the reading. They can communicate about their recognition of characters and the main plot for the story. This is a great book for kindergartners to be able to actively engage in group reading with purpose and understanding. RESPONDING TO THE TEACHER If children aren’t convinced that reading will make their lives richer and more interesting right now, strategies for decoding print, such as learning how letters and sounds go together and worksheets with decontextualized phonics instruction, aren’t going to make them strong, motivated readers. But if they understand that reading gives them access to stories and facts about the world that interest them, and that they can use reading and writing to communicate their own stories, they will be motivated to do the hard work it takes to become a good reader. 1. What are the two sides in the “reading wars,” and how can quality children’s literature bridge the gap?