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.
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