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.