You are an assistant principal that has just observed Mrs. Gupta teaching a reading lesson to her third-grade class. You observed her teaching an excellent lesson on word study and affixes of words. In addition, you saw her doing a partner reading activity for fluency. You did not observe any comprehension instruction, so you ask about this afterwards. “Yes, I did,” said Mrs. Gupta. “I asked them questions after they read a story. Isn’t that comprehension instruction?” What do you say to Mrs. Gupta? Give her two suggestions of ways she could address comprehension in her class. Mrs. Gupta often has the students write about the stories they have read in class but the students often speed through the revising process. They copy their drafts and correct minor mistakes but they do not spend time making complete and thorough revisions. What can Mrs. Gupta do to encourage a more complete revising process?
You are an assistant principal that has just observed Mrs. Gupta teaching a reading lesson to her third-grade class. You observed her teaching an excellent lesson on word study and affixes of words. In addition, you saw her doing a partner reading activity for fluency. You did not observe any comprehension instruction, so you ask about this afterwards. “Yes, I did,” said Mrs. Gupta. “I asked them questions after they read a story. Isn’t that comprehension instruction?” What do you say to Mrs. Gupta? Give her two suggestions of ways she could address comprehension in her class.
Mrs. Gupta often has the students write about the stories they have read in class but the students often speed through the revising process. They copy their drafts and correct minor mistakes but they do not spend time making complete and thorough revisions. What can Mrs. Gupta do to encourage a more complete revising process?
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