Jeff Dinert CO2

My second class observation was a reading class with Michelle, and old friend and was group 3d. The level was very high and the article they were reading was from a magazine that was about college reading level. Michele addressed vocabulary in an interesting way, as she had them bring in vocabulary questions from outside cies and the very beginning of the class she answered peoples vocabulary questions from their vocabulary logs the do online. Then there was a topic, based on a couple of things, one was scanning the article for underlying and general meaning, and the other was to learn Cornell note taking method in order to accomplish the first part of the lesson. There was the topics, an explanation, a demonstration of looking for meaning by scanning, and a demonstration of Cornell note taking method with a handout to be used as a key. Michelle then said she would bring her own filled out example tomorrow for comparison in class, and then had them have at the article and take notes for implied meaning. She told me as they were working that one of the problems that she encountered, and one she really had to teach at the higher level reading classes was to get the students to look deeper into the readings for meaning and implicit ideas, as they would otherwise simply look for answers directly from the text. It is a skill which shows a higher level of reading because of comprehension and to actually be thinking in the language. As the class took notes she checked everyone as she walked aorud and observed the exercise also answering vocabulary questions on the board for the whole class while they were working, and finally told thme to finish up at home, and bring back anymore questions for the next day. I am noticing that these lessons are shorter than what I want to cram into an hour in my lesson plans and that they actually begin at the start of a week and tend to be worked on or incorporated all week long.