Read Aloud Observation

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Ms. Hayes First Grade Read-Aloud
On September 15, 2016, I entered Moore Elementary School to perform my read-aloud. The classroom was filled with bright smiling faces eager to find out who the special guest would be for the day. Upon entering Ms. Hayes’s first grade classroom, I noticed how quiet and attentive her students were on the carpet square awaiting my arrival. The classroom tables were arranged in clusters. It was very colorful and organized. I was excited to enter the classroom and demonstrate all the tools I had been provided by my studies and advice from Ms. Hayes.
Prior to scheduling my read-aloud with the class, I spoke with Ms. Hayes about what she was working on with her students. She advised they were working on friendship …show more content…
I felt I captured the listener’s attention throughout the reading of the book. I posed questions to create an interactive environment throughout the read a-loud. I maintained eye contact with each student especially during the pauses while reading. During my performance, I made sure my posture was upright, friendly, and open for easy access for the students to see the text and illustrations. My pace was slow and steady. I initially thought my pace was too fast. However, after I spoke with the teacher she advised my pace was the same pace that she herself reads to the students. After listening to replay of the read-aloud, it was indeed slower than I initially thought. My pitch throughout the book varied as I tried to give each character a different voice. I also mimicked the gestures and sounds of the actions described in the book, i.e. coughing and howling. My volume was loud enough for the students on the carpet and the three young girls seated at their desk could hear. As a result, I felt my tone brought the book to …show more content…
I felt I had some definitive strengths and weaknesses. I started my performance strong by building a report with the students. I was able to gain and pique their interest in the topic of the book prior to reading. Thus providing an environment conducive to learning. In the introduction and conclusion, I listened intently when they responded. This made each student’s opinion feel valued. I felt I chose good stopping points throughout the book to pose questions. However, what I practiced during my read-aloud was posing questions that were more open-ended to the students for discussion. When I actually performed the read-aloud, I found myself asking more close-ended questions. The next time I will be more aware and disciplined to utilize more questions that are open-ended. I also noticed that I guided the children’s response instead of allowing them to think through the possible solutions to the questions. This practice coerced the students into a response that I wanted as opposed to the student’s utilizing the context clues and information in the
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