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.
Wednesday, April 28, 2010
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.
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.
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.
Wednesday, February 24, 2010
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.
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.
Wednesday, February 17, 2010
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.
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.
Wednesday, February 10, 2010
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.
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.
Wednesday, February 3, 2010
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.
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.
Wednesday, January 27, 2010
Chp. 1-3 (DeVries Text)
Chp. 1:
The discussion that took place regarding the Part-To-Whole versus Whole-To-Part reading models (pages 10-13) really intrigued me. I do not recall any sort of phonics being used to teach me reading when I was in elementary school, however the school where I work, Real Life Christian Academy, does. I sat in on a second grade class one day, and I was able to observe a phonics lesson. I was of course lost as to what they were doing, but the students responded exceptionally well to this method. I would say after reading more in depth about the two reading models, that what I witnessed was definitely a blend of the two components that make up the Part-To-Whole method: phonics and linguistic approach. When I was reading about the Whole-To-Part model, I just didn't see how that would be very effective, especially with the struggling readers, which after I went on to read that was exactly the issue with that reading model. I plan to use the Part-To-Whole reading model in my future classroom.
Chp. 2:
What I liked the best about this chapter was definitely the segment on Ms. Bass and how she is such an effective reading teacher. Figure 2.1 on page 19, which followed the Ms. Bass scenario was also very helpful to be able to refer to. Most importantly to note that what the principal Mr. Green found was that the following are key components to being an effective teacher; time, text, teaching, talk, and tasks. There were so many ideas that I loved about Ms. Bass's classroom, such as having books on tape, having students retell stories via puppet shows or skits, how she integrates reading with math, the storytelling she does, and I could go on and on. It just excited me to think that soon I will be able to design my own classroom to meet the needs of all my readers and learners.
Chp. 3:
This chapter I really felt was a review of what I have previously learned in RED 3012, what with all the information regarding formal and informal assessments. However, I did find this book's explanation of how to perform a Miscue Analysis more informative than how my past teacher for RED 3012 explained it. I see now how it is an effective assessment to use with your young readers. Also, on page 45 when the books talks about the differences between mistakes children make; that they are either a semantic, syntactic, or visual/graphophonic issue. To make sure that as the teacher deciding which cueing system to use that you ask yourself, ""Does it make sense?" "Does it sound right" and "Does it look right?"" (DeVries,45,2004). I found the anecdotal records approach an interesting and seemingly effective approach to logging each student's strengths and weaknesses.
The discussion that took place regarding the Part-To-Whole versus Whole-To-Part reading models (pages 10-13) really intrigued me. I do not recall any sort of phonics being used to teach me reading when I was in elementary school, however the school where I work, Real Life Christian Academy, does. I sat in on a second grade class one day, and I was able to observe a phonics lesson. I was of course lost as to what they were doing, but the students responded exceptionally well to this method. I would say after reading more in depth about the two reading models, that what I witnessed was definitely a blend of the two components that make up the Part-To-Whole method: phonics and linguistic approach. When I was reading about the Whole-To-Part model, I just didn't see how that would be very effective, especially with the struggling readers, which after I went on to read that was exactly the issue with that reading model. I plan to use the Part-To-Whole reading model in my future classroom.
Chp. 2:
What I liked the best about this chapter was definitely the segment on Ms. Bass and how she is such an effective reading teacher. Figure 2.1 on page 19, which followed the Ms. Bass scenario was also very helpful to be able to refer to. Most importantly to note that what the principal Mr. Green found was that the following are key components to being an effective teacher; time, text, teaching, talk, and tasks. There were so many ideas that I loved about Ms. Bass's classroom, such as having books on tape, having students retell stories via puppet shows or skits, how she integrates reading with math, the storytelling she does, and I could go on and on. It just excited me to think that soon I will be able to design my own classroom to meet the needs of all my readers and learners.
Chp. 3:
This chapter I really felt was a review of what I have previously learned in RED 3012, what with all the information regarding formal and informal assessments. However, I did find this book's explanation of how to perform a Miscue Analysis more informative than how my past teacher for RED 3012 explained it. I see now how it is an effective assessment to use with your young readers. Also, on page 45 when the books talks about the differences between mistakes children make; that they are either a semantic, syntactic, or visual/graphophonic issue. To make sure that as the teacher deciding which cueing system to use that you ask yourself, ""Does it make sense?" "Does it sound right" and "Does it look right?"" (DeVries,45,2004). I found the anecdotal records approach an interesting and seemingly effective approach to logging each student's strengths and weaknesses.
Educational Philosophy/ Reading Experience: Good vs. Bad
My Educational Philosophy
As a future teacher I view my future students as being completely unique individuals and their need to be treated as such. Every child is going to have their strengths and weaknesses in varying areas of the curriculum and it will be my job to praise and encourage where it is necessary. I believe that there is a way to connect with each and every child, and that there is no child that is "unteachable." I welcome a challenge, as I'm sure each year as a teacher I will encounter,but I know that with every year I will grow in my knowledge and experience in how to tackle each new student I will have.
Reading Experience: Good vs. Bad
My very favorite elementary school teachers were all teachers that read to my class excessively, consistent, and were attentive. One aspect of reading in elementary school that I remember loving very much was having the privilege of taking a book home with me to read for pleasure, as I was an avid reader and in the gifted program. Middle school language arts stands out more vividly to me, and I know that was because in all my English classes my teachers were phenomenal. We were constantly doing projects, dioramas, group work, and so on revolving around the literature we were studying. A poor reading experience that comes to mind would have to be in the 3rd grade when my teacher was very ill and we had a substitute. All I remember was being so bored, not challenged in anyway because all we did were worksheets. She constantly reprimanded me for being off task and did not take anytime at all to read to us throughout the school day. Everything we did was independent work.
As a future teacher I view my future students as being completely unique individuals and their need to be treated as such. Every child is going to have their strengths and weaknesses in varying areas of the curriculum and it will be my job to praise and encourage where it is necessary. I believe that there is a way to connect with each and every child, and that there is no child that is "unteachable." I welcome a challenge, as I'm sure each year as a teacher I will encounter,but I know that with every year I will grow in my knowledge and experience in how to tackle each new student I will have.
Reading Experience: Good vs. Bad
My very favorite elementary school teachers were all teachers that read to my class excessively, consistent, and were attentive. One aspect of reading in elementary school that I remember loving very much was having the privilege of taking a book home with me to read for pleasure, as I was an avid reader and in the gifted program. Middle school language arts stands out more vividly to me, and I know that was because in all my English classes my teachers were phenomenal. We were constantly doing projects, dioramas, group work, and so on revolving around the literature we were studying. A poor reading experience that comes to mind would have to be in the 3rd grade when my teacher was very ill and we had a substitute. All I remember was being so bored, not challenged in anyway because all we did were worksheets. She constantly reprimanded me for being off task and did not take anytime at all to read to us throughout the school day. Everything we did was independent work.
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