Alexander Miguel CO#3

This past Monday I observed a reading class with Dr. Rios. He began the session with some grammar practice with pronoun usage. He employed a scaffolding technique by providing the sentences with blanks for the correct pronouns for students to fill in. He also gave the class a brief overview of the semantic difference between the verbs "lend" and "borrow". During a previous class, he had his students read an article about weather and answered reading comprehension questions later. To help answer the questions, which included a written summary, Dr. Rios used a KWL chart (what I know, what I want to learn and what I learned). Students already filled in the first two columns, and were asked if they wanted to add more facts or questions into the chart. Dr. Rios also asked the class if the questions within the what I learned could be answered by the text (some of which could not). To write the summary, Dr. Rios developed his own six-step process for students to follow. The book provided its own model for summary-writing, which Dr. Rios considered too vague and insufficient for clear expression of ideas.