Week One Reflectionguided Reading 101

Perhaps you're a new grad student who has just been assigned three large sections of freshman composition. On the other hand, you might be a seasoned instructor looking for fresh approaches to an overly familiar course.

• ART 101 OUTLET Become Exceptional-art101outlet.com - FOR MORE CLASSES VISIT www.art101outlet.com ART 101 Week 1 CheckPoint Visual Literacy ART 101 Week 1 Assignment Reading Art Practicing Iconography ART 101 Week 2 CheckPoint Art and Intention ART 101 Week 2 DQ 1 and DQ 2 ART 101 Week 3 CheckPoint Analytical and Expressive Line ART 101 Week 3 Assignment Formal Analysis of Art ART 101 Week 4.
• Week 1 D1 Reading over 'Questions Art Historians Use' section the two questions that I have decided on are 'what is style?' And 'what is the subject?' The question of 'what is style' is important to every piece of art. This plays an important part in any and all paintings because the forms of art all created during different time periods.

Whatever the case, you may find something useful in this collection of tips, topics, and exercises for the first week of English 101. The overall purpose of these seven short articles is to encourage students to think about their own writing habits, attitudes, standards, and skills. As they do, you'll have occasion to identify your own goals for the course and provide an overview.

Start studying Grade 5: Reading Unit 1 Week 1 Vocabulary Words. Learn vocabulary, terms, and more with flashcards, games, and other study tools.

• Seven Secrets to Success in English 101
  English 101 (sometimes called freshman English or college composition) is the one course that almost every first-year student in every American college and university is required to take—and it should be one of the most enjoyable and rewarding courses in your college life!
• The Write Attitude and Your Writing Goals
  Spend some time thinking about why you would like to improve your writing skills: how you might benefit, personally and professionally, by becoming a more confident and competent writer. Then, on a sheet of paper or at your computer, explain to yourself why and how you plan to achieve the goal of becoming a better writer.
• A Writer's Inventory: Evaluating Your Attitudes Toward Writing
  This questionnaire invites students to examine their attitudes toward writing. To encourage honest responses (rather than teacher-pleasing ones), you might want to assign the questionnaire at the start of the first class meeting.
• Your Role as a Writer
  This isn't a formal composition assignment but a chance to write a letter of introduction to yourself. Nobody will be passing judgments about you or your work. You'll simply take a few minutes to think about your writing background, skills, and expectations. By putting those thoughts down on paper (or a computer screen), you should gain a clearer sense of just how you plan to improve your writing skills.
• Your Writing: Private and Public
  If you require students to keep a journal in your class, this article should serve as a good introduction to 'private writing.'
• The Characteristics of Good Writing
  Experiences in school leave some people with the impression that good writing simply means writing that contains no bad mistakes—that is, no errors of grammar, punctuation, or spelling. In fact, good writing is much more than just correct writing; it's writing that responds to the interests and needs of our readers.
• Explore and Evaluate Your Writing Process
  No single method of writing is followed by all writers in all circumstances. Each of us has to discover the approach that works best on any particular occasion. We can, however, identify a few basic steps that most successful writers follow in one way or another.

Regardless of whether you use any of these materials, best wishes to you and your students in the new academic year!

From FreeReading

What to do

1. Assemble a stack of word index cards. The cards should be a mix of all irregular words learned so far. (Optionally, once students are comfortable with irregular words, you can include some regular words in the pack too.)
2. Now let's play a game. We're going to try to go through this stack of cards as fast as we can saying the word on each card. Let's see how fast we can go. My turn first.
3. Next, model taking the top card of the stack, showing it to the students, and saying the word after a pause. Continue through the stack.
4. Do you think you can go faster than I did? Call on a single student in the group, starting with a student you think may be slower. Show the first card: What's the word? If the student is incorrect, correct him, have him repeat your answer, and move to the next card. Praise correct answers.
5. Select the next quicker student and repeat until all students in the group have worked through the stack.
6. Okay, now let's go faster. Shuffle the stack of cards and repeat with students in the same order, but encouraging them to go faster.
7. If time and focus allow, shuffle and repeat at an even faster pace.
8. For students who struggle, give them help and make a note in an Activity Log.

Related activities

• All Irregular Word Activities

What to do

1. Write the story on the board or print it and project it on an overhead projector.
2. Here's a story you've read before. Let's read it slowly and then see if we can read it more quickly. Get ready. Wait until everyone is sitting ready.
3. You're going to read each word as I point to it. Remember to sound out the word silently if you don't recognize it straight away. Ready?
4. Point just beneath the first word. Pause for three seconds (less if all students are able to keep up). What's the word?
5. Continue with the other words in the story, pointing beneath the word, pausing for three seconds, then asking: What's the word? Try to ensure you are bringing all students with you. If needed, give individual students a chance to start again from the beginning of each sentence.
6. We are going to reread the selection. This time I want us to not only read the story with slightly shorter pauses, but to also add expression into our reading. Good readers make sure to change their pitch, rhythm, volume, and tone to add meaning to what they are reading. Model for the students what this should be by reading all or part of the selection with expression. Talk with them about what they notice. Now, I want you to read it with expression. Walk around the room, listening to the students read the selection out loud and monitoring for expression.
7. Great. Now let's try really fast. This time I'm not going to ask 'What's the word?' Just read each word as I point at it. Point beneath each word at a rate of around one word per second or a bit longer (so students get a feel for what reading at 40+ words per minute is like). Again, give individuals a turn on their own until you have everyone reading at speed. You can tell when a student is reading fluently: it sounds like normal speech.
8. So now I want you to think of a question about this story. Everybody think of their own question. It could be a Who question, a Where question, a When question, a Why question, or a What question. You choose. Give students a moment to think. The first few times you do this activity, give examples of the different question types: Who hid in the tunnel? Where was it? When did that happen? Why would he do that? What might have happened next? Etc.
9. Have you thought of a question? Good. Now turn to your neighbor. One of you ask the question and the other answer, then switch roles. Ready? Go ahead. The first few times you do this, model it by asking a student for their question and answering it, then asking one back. After students have discussed their answers, ask a few of them to share what they were asked and what answer they gave.

Related activities

• All Reading Connected Text Activities

Form 2 mathematics syllabus.

What to do

1. Let's meet some more words that try to trick you: when you try to sound them out, it doesn't work.
2. Write the first irregular word--take your as an example--on the board in letters at least a foot high or, for a small group, show students the index card printed word. This word is your. What's the word? That's right. Can you spell your? Help students spell the word. Right. What word did you spell? Correct: Your.
3. Continue with the other irregular words you are introducing for this session.
4. Now create a random arrangement of the new words on the board. Here are all the words we just learned. When I point to a word, say it. My turn first. Point to a series of words and read them.
5. Your turn. Ready? Point to words randomly, holding on each one for a few seconds. Have students respond as a group, and then give students individual turns. If students attempt to sound out a word before saying it, say: Remember, these are trick words, so you can't sound them out. Can you say this word without sounding out? Try it.
6. If students mispronounce a word, model the correct way to say it and have them try again. Keep going until everyone has it.

Related activities

• All Irregular Word Activities

What to do

1. Write the story on the board or print it and project it on an overhead projector.
2. Let's read a story. Get ready. Wait until everyone is sitting ready.
3. I'm not going to read this first. You're going to read each word as I point to it. Remember to sound out the word silently if you don't recognize it straight away. Ready?
4. Point just beneath the first word. Pause for three seconds (less if all students are able to keep up). What's the word?
5. Continue with the other words in the sentence, pointing beneath the word, pausing for three seconds, then asking: What's the word? Try to ensure you are bringing all students with you. If needed, give individual students a chance to start again from the beginning of each sentence.
6. For irregular words say: The next word is a trick word. Point beneath the word and pause for three seconds. What's the word? If you are confident students can read irregular words, fade this prompt--just point beneath the word as you do for other words.
7. Okay, now let's read the story again from the beginning. Go back through the story with slightly shorter pauses. Give individuals who are not following a chance to read a sentence on their own.
8. Optionally, go through the story one more time, a little faster again and without asking What's the word?

Related activities

Guided Reading Workbook

• All Reading Connected Text Activities

What to do

1. Assemble a stack of word index cards. The cards should be a mix of all irregular words learned so far. (Optionally, once students are comfortable with irregular words, you can include some regular words in the pack too.)
2. Now let's play a game. We're going to try to go through this stack of cards as fast as we can saying the word on each card. Let's see how fast we can go. My turn first.
3. Next, model taking the top card of the stack, showing it to the students, and saying the word after a pause. Continue through the stack.
4. Do you think you can go faster than I did? Call on a single student in the group, starting with a student you think may be slower. Show the first card: What's the word? If the student is incorrect, correct him, have him repeat your answer, and move to the next card. Praise correct answers.
5. Select the next quicker student and repeat until all students in the group have worked through the stack.
6. Okay, now let's go faster. Shuffle the stack of cards and repeat with students in the same order, but encouraging them to go faster.
7. If time and focus allow, shuffle and repeat at an even faster pace.
8. For students who struggle, give them help and make a note in an Activity Log.

Related activities

• All Irregular Word Activities

What to do

1. Write the story on the board or print it and project it on an overhead projector.
2. Here's a story you've read before. Let's read it slowly and then see if we can read it more quickly. Get ready. Wait until everyone is sitting ready.
3. You're going to read each word as I point to it. Remember to sound out the word silently if you don't recognize it straight away. Ready?
4. Point just beneath the first word. Pause for three seconds (less if all students are able to keep up). What's the word?
5. Continue with the other words in the story, pointing beneath the word, pausing for three seconds, then asking: What's the word? Try to ensure you are bringing all students with you. If needed, give individual students a chance to start again from the beginning of each sentence.
6. We are going to reread the selection. This time I want us to not only read the story with slightly shorter pauses, but to also add expression into our reading. Good readers make sure to change their pitch, rhythm, volume, and tone to add meaning to what they are reading. Model for the students what this should be by reading all or part of the selection with expression. Talk with them about what they notice. Now, I want you to read it with expression. Walk around the room, listening to the students read the selection out loud and monitoring for expression.
7. Great. Now let's try really fast. This time I'm not going to ask 'What's the word?' Just read each word as I point at it. Point beneath each word at a rate of around one word per second or a bit longer (so students get a feel for what reading at 40+ words per minute is like). Again, give individuals a turn on their own until you have everyone reading at speed. You can tell when a student is reading fluently: it sounds like normal speech.
8. So now I want you to think of a question about this story. Everybody think of their own question. It could be a Who question, a Where question, a When question, a Why question, or a What question. You choose. Give students a moment to think. The first few times you do this activity, give examples of the different question types: Who hid in the tunnel? Where was it? When did that happen? Why would he do that? What might have happened next? Etc.
9. Have you thought of a question? Good. Now turn to your neighbor. One of you ask the question and the other answer, then switch roles. Ready? Go ahead. The first few times you do this, model it by asking a student for their question and answering it, then asking one back. After students have discussed their answers, ask a few of them to share what they were asked and what answer they gave.

Related activities

• All Reading Connected Text Activities

Form 2 mathematics syllabus.

What to do

1. Let's meet some more words that try to trick you: when you try to sound them out, it doesn't work.
2. Write the first irregular word--take your as an example--on the board in letters at least a foot high or, for a small group, show students the index card printed word. This word is your. What's the word? That's right. Can you spell your? Help students spell the word. Right. What word did you spell? Correct: Your.
3. Continue with the other irregular words you are introducing for this session.
4. Now create a random arrangement of the new words on the board. Here are all the words we just learned. When I point to a word, say it. My turn first. Point to a series of words and read them.
5. Your turn. Ready? Point to words randomly, holding on each one for a few seconds. Have students respond as a group, and then give students individual turns. If students attempt to sound out a word before saying it, say: Remember, these are trick words, so you can't sound them out. Can you say this word without sounding out? Try it.
6. If students mispronounce a word, model the correct way to say it and have them try again. Keep going until everyone has it.

Related activities

• All Irregular Word Activities

What to do

1. Write the story on the board or print it and project it on an overhead projector.
2. Let's read a story. Get ready. Wait until everyone is sitting ready.
3. I'm not going to read this first. You're going to read each word as I point to it. Remember to sound out the word silently if you don't recognize it straight away. Ready?
4. Point just beneath the first word. Pause for three seconds (less if all students are able to keep up). What's the word?
5. Continue with the other words in the sentence, pointing beneath the word, pausing for three seconds, then asking: What's the word? Try to ensure you are bringing all students with you. If needed, give individual students a chance to start again from the beginning of each sentence.
6. For irregular words say: The next word is a trick word. Point beneath the word and pause for three seconds. What's the word? If you are confident students can read irregular words, fade this prompt--just point beneath the word as you do for other words.
7. Okay, now let's read the story again from the beginning. Go back through the story with slightly shorter pauses. Give individuals who are not following a chance to read a sentence on their own.
8. Optionally, go through the story one more time, a little faster again and without asking What's the word?

Related activities

Guided Reading Workbook

• All Reading Connected Text Activities

What to do

1. Arrange all the new irregular words on the board.
2. Let's review these words. Pay attention because they are trick words.
3. Point to each word in turn, model its sound, and have students repeat.
4. Next, point to words randomly and let students say the word without your help. Give students individual turns. If students attempt to sound out a word before saying it, say: Remember, these are trick words, so you can't sound them out. Can you say this word without sounding out? Try it.
5. If students mispronounce a word, model the correct way to say it and have them try again. Keep going until everyone has mastered these words.
6. If time allows, to help students 'deep process' a word, ask an individual student, Can you make a sentence with the word around in it? Select a different word from today's set for each student. An alternative formulation you can use for variety is, I'll say the first part of a sentence and you have to make up an ending for it: The dog ran around and around the oak tree because.. Student: ..there was a squirrel in it.

Related activities

• All Irregular Word Activities

What to do

1. Write the story on the board or print it and project it on an overhead projector.
2. Here's a story you've read before. Let's read it slowly and then see if we can read it more quickly. Get ready. Wait until everyone is sitting ready.
3. You're going to read each word as I point to it. Remember to sound out the word silently if you don't recognize it straight away. Ready?
4. Point just beneath the first word. Pause for three seconds (less if all students are able to keep up). What's the word?
5. Continue with the other words in the story, pointing beneath the word, pausing for three seconds, then asking: What's the word? Try to ensure you are bringing all students with you. If needed, give individual students a chance to start again from the beginning of each sentence.
6. We are going to reread the selection. This time I want us to not only read the story with slightly shorter pauses, but to also add expression into our reading. Good readers make sure to change their pitch, rhythm, volume, and tone to add meaning to what they are reading. Model for the students what this should be by reading all or part of the selection with expression. Talk with them about what they notice. Now, I want you to read it with expression. Walk around the room, listening to the students read the selection out loud and monitoring for expression.
7. Great. Now let's try really fast. This time I'm not going to ask 'What's the word?' Just read each word as I point at it. Point beneath each word at a rate of around one word per second or a bit longer (so students get a feel for what reading at 40+ words per minute is like). Again, give individuals a turn on their own until you have everyone reading at speed. You can tell when a student is reading fluently: it sounds like normal speech.
8. So now I want you to think of a question about this story. Everybody think of their own question. It could be a Who question, a Where question, a When question, a Why question, or a What question. You choose. Give students a moment to think. The first few times you do this activity, give examples of the different question types: Who hid in the tunnel? Where was it? When did that happen? Why would he do that? What might have happened next? Etc.
9. Have you thought of a question? Good. Now turn to your neighbor. One of you ask the question and the other answer, then switch roles. Ready? Go ahead. The first few times you do this, model it by asking a student for their question and answering it, then asking one back. After students have discussed their answers, ask a few of them to share what they were asked and what answer they gave.

Related activities

• All Reading Connected Text Activities

What to do

1. Assemble a stack of word index cards. The cards should be a mix of all irregular words learned so far. (Optionally, once students are comfortable with irregular words, you can include some regular words in the pack too.)
2. Now let's play a game. We're going to try to go through this stack of cards as fast as we can saying the word on each card. Let's see how fast we can go. My turn first.
3. Next, model taking the top card of the stack, showing it to the students, and saying the word after a pause. Continue through the stack.
4. Do you think you can go faster than I did? Call on a single student in the group, starting with a student you think may be slower. Show the first card: What's the word? If the student is incorrect, correct him, have him repeat your answer, and move to the next card. Praise correct answers.
5. Select the next quicker student and repeat until all students in the group have worked through the stack.
6. Okay, now let's go faster. Shuffle the stack of cards and repeat with students in the same order, but encouraging them to go faster.
7. If time and focus allow, shuffle and repeat at an even faster pace.
8. For students who struggle, give them help and make a note in an Activity Log.

Related activities

Week One Reflectionguided Reading 101 Dalmatians

• All Irregular Word Activities

What to do

1. Write the story on the board or print it and project it on an overhead projector.
2. Let's read a story. Get ready. Wait until everyone is sitting ready.
3. I'm not going to read this first. You're going to read each word as I point to it. Remember to sound out the word silently if you don't recognize it straight away. Ready?
4. Point just beneath the first word. Pause for three seconds (less if all students are able to keep up). What's the word?
5. Continue with the other words in the sentence, pointing beneath the word, pausing for three seconds, then asking: What's the word? Try to ensure you are bringing all students with you. If needed, give individual students a chance to start again from the beginning of each sentence.
6. For irregular words say: The next word is a trick word. Point beneath the word and pause for three seconds. What's the word? If you are confident students can read irregular words, fade this prompt--just point beneath the word as you do for other words.
7. Okay, now let's read the story again from the beginning. Go back through the story with slightly shorter pauses. Give individuals who are not following a chance to read a sentence on their own.
8. Optionally, go through the story one more time, a little faster again and without asking What's the word?

Related activities

• All Reading Connected Text Activities

What to do

1. Let's meet some more words that try to trick you: when you try to sound them out, it doesn't work.
2. Write the first irregular word--take your as an example--on the board in letters at least a foot high or, for a small group, show students the index card printed word. This word is your. What's the word? That's right. Can you spell your? Help students spell the word. Right. What word did you spell? Correct: Your.
3. Continue with the other irregular words you are introducing for this session.
4. Now create a random arrangement of the new words on the board. Here are all the words we just learned. When I point to a word, say it. My turn first. Point to a series of words and read them.
5. Your turn. Ready? Point to words randomly, holding on each one for a few seconds. Have students respond as a group, and then give students individual turns. If students attempt to sound out a word before saying it, say: Remember, these are trick words, so you can't sound them out. Can you say this word without sounding out? Try it.
6. If students mispronounce a word, model the correct way to say it and have them try again. Keep going until everyone has it.

Related activities

• All Irregular Word Activities

What to do

1. Write the story on the board or print it and project it on an overhead projector.
2. Here's a story you've read before. Let's read it slowly and then see if we can read it more quickly. Get ready. Wait until everyone is sitting ready.
3. You're going to read each word as I point to it. Remember to sound out the word silently if you don't recognize it straight away. Ready?
4. Point just beneath the first word. Pause for three seconds (less if all students are able to keep up). What's the word?
5. Continue with the other words in the story, pointing beneath the word, pausing for three seconds, then asking: What's the word? Try to ensure you are bringing all students with you. If needed, give individual students a chance to start again from the beginning of each sentence.
6. We are going to reread the selection. This time I want us to not only read the story with slightly shorter pauses, but to also add expression into our reading. Good readers make sure to change their pitch, rhythm, volume, and tone to add meaning to what they are reading. Model for the students what this should be by reading all or part of the selection with expression. Talk with them about what they notice. Now, I want you to read it with expression. Walk around the room, listening to the students read the selection out loud and monitoring for expression.
7. Great. Now let's try really fast. This time I'm not going to ask 'What's the word?' Just read each word as I point at it. Point beneath each word at a rate of around one word per second or a bit longer (so students get a feel for what reading at 40+ words per minute is like). Again, give individuals a turn on their own until you have everyone reading at speed. You can tell when a student is reading fluently: it sounds like normal speech.
8. So now I want you to think of a question about this story. Everybody think of their own question. It could be a Who question, a Where question, a When question, a Why question, or a What question. You choose. Give students a moment to think. The first few times you do this activity, give examples of the different question types: Who hid in the tunnel? Where was it? When did that happen? Why would he do that? What might have happened next? Etc.
9. Have you thought of a question? Good. Now turn to your neighbor. One of you ask the question and the other answer, then switch roles. Ready? Go ahead. The first few times you do this, model it by asking a student for their question and answering it, then asking one back. After students have discussed their answers, ask a few of them to share what they were asked and what answer they gave.

Related activities

Guided Reflection Protocol

• All Reading Connected Text Activities

Week One Reflectionguided Reading 101 Answers