Chern Reading Lesson Overview

            I will be teaching my two reading lessons to two students in the Chinese immersion classroom. One of the students is an African American girl, Tina, who has a high reading level. She is shy most of the time, but still makes an effort to participate in class sometimes. On the one hand, she can read sentences and story books in English with few mistakes. On the other hand, she has difficult reading and paying attention in Chinese classes, because she does not understand the language. The other student that I will be teaching is a white American boy, Edward, who has an average reading level. He can read sight words and be able to spell out most of the words with little to no assistance. He is out-going and participates in classes, but when he gets bored or tired, he can easily lose focus and become distracting for his peers. 

            One target area that I will be focusing on is fluency. Because Tina can read with little mistakes, she can help Edward improve his reading skills as they read together. Also, from what I know about Tina, she might only be able to read with accuracy and speed, but not necessarily with prosody. With Edward’s out-going personality, he might be able to read with expression when taught. In this way, Tina can help Edward in his speed and accuracy, while Edward can benefit Tina in prosody. 

            Another target area that I will be working on is questioning. In the language arts lesson that I taught early in the semester, I noticed that the students, including my focus students, do not have the habit of asking questions. Instead of directly asking questions about the text, their confusion and misunderstandings, they make comments for the instructor to ask questions regarding to their comments. Because asking questions is an important aspect of learning, not just in language arts but in other subject areas too, I would like to work on developing their questioning skills.