DeVries Chp. 12

This particular chapter was very similar to the text Writer's Workshop that we used in my LAE 4314 course. Reading this chapter really did not present a whole lot of new material to me, but was more a refresher.

My favorite part of this chapter was Figure 12.4 where it listed off four different ideas to connect reading and writing. I really liked the writing text for a wordless picture book, which is also a great way to build students vocabulary. Professor Kenney brought in a wordless picture book Flotsam by David Wiesner, and with its brilliant colors and beautiful illustrations would make a great book to use for a writing prompt.

DeVries Chp. 11

Before reading this chapter, I really did not know anything more about fluency other than the fact that it deals with how "smoothly" a person reads. I now know that automaticity, rate, phrase/prosody, understanding punctuation and expression are the components that constitute fluency.

I am working with a fifth grader to master the skill of reading comprehension as well as fluency and this class has most certainly helped me to be able to help him. When I took a Reader Attitude Survery with him, as well as a Self-Perception Survey, it saddened me to see that he really sees himself as an awful reader, and that he thinks he sounds unpleasant to listen to when he reads. What I have done is I have taken his interests and used them to my advantage, and by this I mean I know that he loves Michael Jackson music, so I have printed out songs by this artist and we have done echo and choral readings with the lyrics. He gets so excited about reading it because he is so familiar with the words already that they come naturally to him, and it flows so nicely that his confidence can't help but be skyrocketed. I am thankful to new found information that I have gained from chapters such as this one, so that I am able to properly tutor students like this one.

DeVries Chp. 9

I liked how the chapter broke down comprehension into before, during and after reading. It is important to remember that before you read you should have students predicting and setting a purpose; that during reading you should have students making inferences, self-monitoring, visualizing, and making connections of prior knowledge to the text; and that after reeading you should have students find main ideas, draw conclusions, and elaborate on the author's intent.

Another part of this chapter that I liked were Figures 9.2 and 9.3, the "Happy" and "Sad" story faces. Students, especially primary aged, will really enjoy these and they also serve as a distraction from the fact that they are actually doing school work, because they think they're just making a silly face.

Chp. 8 (DeVries)

After reading this chapter I have come to a better understanding about how to properly build students vocabulary. It is not simply about spelling lists, and using the dictionary, it's about take advantage of the students ability to comprehend new material. It goes back to Vygotsky, you as the teacher have to bridge the gap in the zone of what they do not know, and what they could know as a result of you modeling such. There is one particular part of the chapter that notes under direct instruction it is important for students to "use, hear, and see" the new vocabulary and repeatedly. You can not expect students to comprehend a word, and use it properly if they have never seen it, heard or used it before then.

Overall I think this chapter provided plenty of helpful activities for even the struggling students, and was a good reminder that just because some students may not have as full or advanced of a vocabulary does not mean that you as the teacher can not change that.

Chp. 10: DeVries

This particular chapter on informational books and the reader presented itself as a great resource to come back to for both assessment and engaging activity ideas. However, what really stuck out to me was the discussion of the three core environments children are exposed to: home, community and school. I have heard this before in my other classes, about the importance to young readers that exposure to print is at home, by the parents or primary caregivers. Students who do have this at home stand out, and are usually your struggling readers just going to show that it really does make a significant difference when children are exposed to a print rich environment at home.
The community paragraph reminded me of the Cooper Memorial Library and how kid oriented they are. When I was a nanny this past summer, I would take the kids once a week to that library, and it embodies everything this chapter claims it should. I mean there are reading programs, activities, computers, and at the new library there are even play stations. It is a truly a comfortable environment, and a place that encourgaes kids to come play, hang out and learn all at the same time.
It is just that important as a future teacher to remember to use your resources in making the most out of reaching your struggling readers.

Chp. 5: DeVries

I really appreciated this chapter and its explanation of phonemic awareness. Phonics and phonemic awareness are new concepts to me, as I did not learn reading that way when I was in elementary school. I did already take RED 3012, but sadly have to admit that my understanding of the two concepts were still not very defined until this class.

What was most interesting to me was the discussion about the controversy surrounding phonemic awareness instruction; is it effective and how to teach it if deemed a necessity. In my opinion I do believe that phonemic awareness is an appropriate practice in teaching reading, and like the IRA stated, students need this instruction in order to properly decode words and become "proficient readers."

I also found the activities at the end of the chapter to be helpful, because reading about phonemic awareness itself and then what it means to teach it are two different things; at least for me it is. I felt like the activities allowed for me to have a total understanding of how to effectively practice this method.

Chp. 4 (DeVries)

When I read this chapter about tutoring it reminded me of when I was in the first grade and the sessions we would have with a volunteer. Each student in my class got to spend a varying amount of time with one of our classmate's Grandpa. He was a really sweet older man, and was very patient. I wouldn't call them tutoring sessions but more like one on one reading time because everyone did it. I just remember loving it because it made me feel special to have that time spent individually.

I also liked this chapter because I have often thought about what you do as a teacher to make sure no one falls behind, like what do you actually do for those who truly struggle. As a future first year teacher, you like to think you can be Superwoman and do it all, but like the scenario at the beginning said with Mrs. Hughes, you won't reach them all individually if you don't use your resources. Tutoring is definitely something I will spend time educating myself on so that I will be able to offer that service to the students that will be in need of that extra assistance.