This lesson went over OK. I noticed a couple of things about my students' participation and learning in relation to my objectives. Firsst, both Matt and Katie participated very well. It seemed that Katie really liked asking questions and trying to find the answers to them, while Matt did not so much. He did, however, seem to like answering the questions Katie came up with :) Katie generated 9questions before, during and after the reading. Matt generated 6 questions before, during, and after the reading. Some of Katies' questions were: "Why are the pigs' eyes all different colors? Why do the pictures have boxes around them? Where are all the words? Why are the letters missing?" Some of Matts' questions were: "Why do the pigs change color when they come out of the book? Why are your brothers annoying? Why is that story black and white? How could a paper airplane hold up three pigs?"
The strengths of my lesson were that I had Katie and Matt come up with questions they had and therefore were interested in reading on to find their answers. They seemed to like asking the questions instead of me asking them questions. At one point, Katie said, "Hey, it seems like we are the teachers!" The limitations to my lesson were that I had a hard time not telling them some of the answers to their questions and loosing my place everytime they interrupted my reading with a question.
I noticed that I am not as nervous as a teacher working in small groups. I also noticed that I was effective at caturing their attention by reading enthusiastically and a book they thought was funny. I wonder how effective this lesson was for them. They seemed to have learned a new skill, questioning, because they were both able to generate many questions. Will they be able to transfer this skill to other genres of books? Will they be able to carry out this skill when they are reading on their own, and if so, will they actually do so?
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