weekly
Mary Jando
June 8, 2012
The beginning of the session I met my first group and it was very interesting to see how they really didn’t want to talk to me so I tried my best to ask them questions that could keep them talking. I think what I was disappointed with the most was that when I first asked them what they had learned in US history most of the students told me they could not remember so I tried to remind them and eventually they remembered. After meeting my students and learning more about them I felt they all lacked in vocabulary and the meaning of word. I hope to work on vocabulary and the meaning of words. For the first book I chose it is about Hiroshima and I wanted to talk to them about the meaning of the atomic bomb and why it was dropped on Hiroshima. I hope they can understand my explanation of this issue and will enjoy and understand the book more. The reading skills I went over with my student were the main idea and the issue in the book Hiroshima. I gave my student five vocabulary words that I asked them to define for me and bring to our next reading session. The words were air-raid, exclaimed, penetrated, collapsed, and the last word was waded. The title of my book is Hiroshima No Pika and the author is Toshi Maruki. The story is about the day that the atomic bomb was dropped on top of Hiroshima a small city in Japan. The story has a main character named Mii who is a little girl that will experience the horrific day that injured many innocent people. I still have not read the book with the students but I hope it will be very effective for them.
June 8, 2012
The beginning of the session I met my first group and it was very interesting to see how they really didn’t want to talk to me so I tried my best to ask them questions that could keep them talking. I think what I was disappointed with the most was that when I first asked them what they had learned in US history most of the students told me they could not remember so I tried to remind them and eventually they remembered. After meeting my students and learning more about them I felt they all lacked in vocabulary and the meaning of word. I hope to work on vocabulary and the meaning of words. For the first book I chose it is about Hiroshima and I wanted to talk to them about the meaning of the atomic bomb and why it was dropped on Hiroshima. I hope they can understand my explanation of this issue and will enjoy and understand the book more. The reading skills I went over with my student were the main idea and the issue in the book Hiroshima. I gave my student five vocabulary words that I asked them to define for me and bring to our next reading session. The words were air-raid, exclaimed, penetrated, collapsed, and the last word was waded. The title of my book is Hiroshima No Pika and the author is Toshi Maruki. The story is about the day that the atomic bomb was dropped on top of Hiroshima a small city in Japan. The story has a main character named Mii who is a little girl that will experience the horrific day that injured many innocent people. I still have not read the book with the students but I hope it will be very effective for them.
weekly refelction #2
Mary Jando
Sarafina Paz
Wendy Suarez
18 June
Weekly Reflection #2
This week we were able to cover the first competencies. However after a group discussion we actually covered 50% of the competencies. Mary got into the first and fifth competency. Mary students were able to identify the issue and connect the pictures with the story. Mary would frequently ask them what was going on in the picture and they would infer what was going on. Mary’s book was on Hiroshima and her issue was the innocent people that were killed or injured. Mary taught the issues to them by asking questions and going into detail of what Hiroshima is. Mary plans to go into point of view in her next book which is about the Holocaust and concentration camps. Mary’s student learned and found 5 vocab words, they are air raid, exclaimed, penetrated, Collapsed, and waded. They did not have a difficulty finding the words and I discussed each word with them when we were reading. Sarafina was able to talk about concentration camps and WWII with her students. She read the book The Harmonica where I little boy is forced to separate from his parents and send to a concentration camp. She was able to identify the issue of the concentration camps and how Jewish were prosecuted. She was able to identify the author’s purpose which was that in even in tough times there is still hope. Also her students reviewed the vocabulary words that were falter, epaulets, crockery, gramophone and commandant. They easily learned them and were able to come up with sentences using the words. Sarafina is still going to continuing with the issue of WWII and the people who suffered through it. Also she is going to try to analyze more with the students to identify the issues. As for Wendy, her book was about how mummies from Egypt were made. She covered pros and cons, respect for other cultures, and slightly covered points of views. After she read her book she asked the students what was good and bad about digging up mummy’s tombs, and most of them were able to understand and say that it wasn’t right to the mummies and their beliefs but it was very beneficial for educational purposes. The vocab words that Wendy had chosen mummy, decay, ba, ka, and tomb. She realized that it was a bad idea to include Egyptian words for the vocab. Next, Wendy plans to read a about Hiroshima. As a group I think our students are becoming comfortable and asking questions. We hope they are enjoying the way we read to them and are learning the principles of critical reading.
Sarafina Paz
Wendy Suarez
18 June
Weekly Reflection #2
This week we were able to cover the first competencies. However after a group discussion we actually covered 50% of the competencies. Mary got into the first and fifth competency. Mary students were able to identify the issue and connect the pictures with the story. Mary would frequently ask them what was going on in the picture and they would infer what was going on. Mary’s book was on Hiroshima and her issue was the innocent people that were killed or injured. Mary taught the issues to them by asking questions and going into detail of what Hiroshima is. Mary plans to go into point of view in her next book which is about the Holocaust and concentration camps. Mary’s student learned and found 5 vocab words, they are air raid, exclaimed, penetrated, Collapsed, and waded. They did not have a difficulty finding the words and I discussed each word with them when we were reading. Sarafina was able to talk about concentration camps and WWII with her students. She read the book The Harmonica where I little boy is forced to separate from his parents and send to a concentration camp. She was able to identify the issue of the concentration camps and how Jewish were prosecuted. She was able to identify the author’s purpose which was that in even in tough times there is still hope. Also her students reviewed the vocabulary words that were falter, epaulets, crockery, gramophone and commandant. They easily learned them and were able to come up with sentences using the words. Sarafina is still going to continuing with the issue of WWII and the people who suffered through it. Also she is going to try to analyze more with the students to identify the issues. As for Wendy, her book was about how mummies from Egypt were made. She covered pros and cons, respect for other cultures, and slightly covered points of views. After she read her book she asked the students what was good and bad about digging up mummy’s tombs, and most of them were able to understand and say that it wasn’t right to the mummies and their beliefs but it was very beneficial for educational purposes. The vocab words that Wendy had chosen mummy, decay, ba, ka, and tomb. She realized that it was a bad idea to include Egyptian words for the vocab. Next, Wendy plans to read a about Hiroshima. As a group I think our students are becoming comfortable and asking questions. We hope they are enjoying the way we read to them and are learning the principles of critical reading.