186), where the primary focus is on meaning. She appears to be genuinely interested in hearing their thoughts and she laughs with them when they make funny remarks. Students appear to be comfortable and engaged. She seems to be creating a positive environment in which to learn. After the students discussed these questions in groups, they share their ideas with the rest of the class. The instructor goes around the room and each student answers one of the questions. The instructor elicits more responses with each student. If the students make any errors, she doesn't correct them so as not to embarrass them. It also seems like she's more interested in having them speak freely than correctly. .
Next, the instructor gives students a handout for reading strategy practice. The first section is on how to use guide words in a dictionary in order to find words quicker, the second section is on studying details in a sentence, and the third section is on drawing conclusions from the information given. After the students complete each section on their own, they go over their answers together. The last section consists of timed word selections where students get one minute to find as many words as possible. This is to help the students practice scanning when they read. It is evident that reading strategies practice is a core part of this class. The instructor appears to be promoting learner autonomy through strategies training (Rivera-Mills and Plosky, 2007)The instructor then allows the students to take a ten-minute break. .
After the break, students begin their timed reading exercises with the SRA Reading Laboratory. This exercise is individualized. Students work on the color that corresponds to their current reading level, which is great since their levels vary to some degree. There are three pages in total and the instructor times them so that they have four minutes to finish each page. They check their answers and write their results on a form.