I really enjoyed this class. Everything that I learned I am going to put into use, which is nice!
The book we used is going to stay with me forever. It is such helpful information and ideas, I know I am going to be referring back to it many times. I have pages marked with notes that I will be using shortly in my field experience. I liked how Dr. Pytash provided a theme to the books we read then allowed us to choose from five books. I think this is a useful strategy that I will use because not all students have the same reading interests. It allows the students to have some independence in their reading choice, but the teacher still has the control.
I enjoy reading a lot and it was nice to be surrounded by others who feel the same passion as I do. Now all I am going to do over winter break is read the many book ideas I got from this class. So far, this has been my favorite class. It has everything that I like, plus I learned so much!
Sunday, December 5, 2010
Chapter 14
I love reading and I wish I could do more of it. I am defiantly going encourage reading in my classrooms. I want to be able to provide books in my classroom, so students won't have to search for them (because they won't). I want to be able to suggest a book and hand it to them in the same instance. Again, it is getting to know your students and figuring out what interests them. I like many different genres of books, but what I like is different then what my students might like. I like all the suggests Beers' provides about introducing books. I think reading aloud a passage as Dr. Pytash did, allows for a peak of interest by students. The book jackets are also another good idea. Have students bring a book cover of one of their favorite books and put them all on a bulletin board, this will allow students to see what kids their age like to read. Defiantly getting to know the school librarian will help tremendously. They live in the library and will be a big help when trying to get students to pick out books. I love going to the library or bookstore, but their are many people who find it overwhelming, so that is why I like the idea of bring the library to your classroom better than taking the students to the library.
This chapter provided many useful links to booklists. This will be very helpful when trying to figure out what books I want in my classroom.
This chapter provided many useful links to booklists. This will be very helpful when trying to figure out what books I want in my classroom.
Chapter 13
Students learn many school in their earlier elementary years that are later enhanced in high school and beyond. Confidence in the classroom is one of those skills. Confidence is a hard thing to have sometimes, but it is important as a teacher to work with students to make them feel important in the classroom. By setting expectations as the classroom and individual level, it will allow students to have something to strive for. If expectations are not set, then students won't have anything to work towards. It is important to set individual expectations for students because they are not all the same and don't perform at the same level.
One thing that I don't like personally is group work. But I have learned that it helps engage learning and it helps to work with your classmates. In my future classroom, I will have group discussions and smaller group discussion. It will get students to work with one another and hopefully develop a new understanding of their peers. Diversity is a major part of the classroom, but it is how as a teacher you approach it. Obviously, the views I had in high school and the views I have now are different. But I believe it is important to celebrate the diversity of everyone. Life would be boring if everyone is the same!
Many times when students read, myself included, they are taking a more efferent stance towards reading. They are trying to figure out what to get from the text. They are looking to answer questions for homework or a test. Instead of taking a aesthetic stance, which to live through the text. As an avid reader, they are able to switch between these two stances. However, those that can't will take a more efferent stance and not be able to enjoy reading.
Chapter 10
I agree with Beers when she says "the more a reader reads, the more her reading rate will improve." When I begin teaching, I will defiantly set aside time for independent reading. It will give students a chance to read what they want and improve their skills at the same time. I think this philosophy is the same with anything that you do; the more you work at something, the better you become at it.
It is important when measuring a students reading rate to take into consideration their reading level. It would do no good to give a student with a low-reading ability something that is too difficult. Also, to provide them with something that might capture their attention, rather than something boring. The suggestions Beers' provides are very important to consider when you are trying to determine a students reading level. It goes back to really understanding your students.
The suggestions for improving students fluency were helpful. The one I like the best was giving students varied opportunities for hearing text. If the teacher reads to the students or have a high-fluency student read a passage, then students can learn and recognize fluency. Then to ask students what they heard, so they can mimic the behavior. Reading aloud can help in many other ways as well.
Sunday, October 10, 2010
Chapter 9
When I was in grade school specifically elementary and middle school, I remember doing spelling tests. And it was the old fashion way. Teachers would give you a list of 10 words on Monday and then Friday was the test. I have always been a good speller, but how exactly does this help students. By giving these words it does not help them know the meaning of it or when to use it in a sentence.
Today I think it is up to the teacher to find interactive, fun ways to help students with spelling and vocabulary; like in the 8 suggestions Beers provides. I think that it is also important to help students use these words in their writing and spoken presentations. Many students always questions why they have to learn something and by providing that questions upfront, I think it will help students open up to learning the material. I also like the idea of having words come from a novel that students are reading. While they are reading students can write down words they don't know and the teacher can combine them to make worksheets and tests.
There are many ways to make spelling and vocabulary fun and useful. Because just memorization is becoming old-fashion and not a useful strategy.
Today I think it is up to the teacher to find interactive, fun ways to help students with spelling and vocabulary; like in the 8 suggestions Beers provides. I think that it is also important to help students use these words in their writing and spoken presentations. Many students always questions why they have to learn something and by providing that questions upfront, I think it will help students open up to learning the material. I also like the idea of having words come from a novel that students are reading. While they are reading students can write down words they don't know and the teacher can combine them to make worksheets and tests.
There are many ways to make spelling and vocabulary fun and useful. Because just memorization is becoming old-fashion and not a useful strategy.
Chapter 8
I am loving all these reading strategies these chapters are offering. I believe after-reading comprehension is very important. It helps teachers recognize if a student comprehended what they read. When I was in high school we did not do many of these after-reading strategies; however, I noticed in this class we have been doing them after our book selections.
The semantic scale would be an easy way to track how a character changes throughout the novel. Sometimes it is hard to remember character development, but this would be a good process.
I really liked the Somebody Wanted But So strategy. I feel this would be excellent would students are told to retell the story or write a summary about what they read. It will help with picking out main characters, ideas, conflicts, and resolutions.
I noticed that we have used sketch to stretch and most important word in summarizing the book we have read for this class. I think both are a good way to pick out the main ideas of a story.
I have a sister who is in 8th grade and I remember her using the text reformulating strategy for her english class. The students individually got to pick a book and read it, then the did the ABC book. While some of the letters were easy, it had her think more deeply about the text to get ideas for the harder letters. This is where you could combine strategies and have students read the books and use post-it notes to help them remember the story.
The semantic scale would be an easy way to track how a character changes throughout the novel. Sometimes it is hard to remember character development, but this would be a good process.
I really liked the Somebody Wanted But So strategy. I feel this would be excellent would students are told to retell the story or write a summary about what they read. It will help with picking out main characters, ideas, conflicts, and resolutions.
I noticed that we have used sketch to stretch and most important word in summarizing the book we have read for this class. I think both are a good way to pick out the main ideas of a story.
I have a sister who is in 8th grade and I remember her using the text reformulating strategy for her english class. The students individually got to pick a book and read it, then the did the ABC book. While some of the letters were easy, it had her think more deeply about the text to get ideas for the harder letters. This is where you could combine strategies and have students read the books and use post-it notes to help them remember the story.
Chapter 7
It is amazing how much I am learning about dependent readers, and the little things independent readers do. The things that I do as a reader I never thought that defined an independent reader. My reading strategies come natural to me. If I do not understand something I reread it. I never knew that dependent readers just move on, whether they understand it or not. I believe that it is important to define what independent readers do while reading, so dependent readers can adapt these same strategies.
The strategies that I like and would adapt to my future classroom were the bookmarks. I like every idea that was mentioned for that strategy. It is a fun way to have students think about their reading and have their questions answered. I also like the post-it note idea. I have been doing this strategy and find it helpful in remembering the text. It is helpful when you are having quizzes and tests about the text because if you make key notes to yourself then you can go back quickly and refresh your memory.
I am torn on the say something and think-aloud strategies. I think they are good ideas and helpful ways to help dependent readers; however, if practiced in a classroom I would think they might be distracting for independent readers. I know that when I read I like it to be quiet and I hate when people interrupt me.
The strategies that I like and would adapt to my future classroom were the bookmarks. I like every idea that was mentioned for that strategy. It is a fun way to have students think about their reading and have their questions answered. I also like the post-it note idea. I have been doing this strategy and find it helpful in remembering the text. It is helpful when you are having quizzes and tests about the text because if you make key notes to yourself then you can go back quickly and refresh your memory.
I am torn on the say something and think-aloud strategies. I think they are good ideas and helpful ways to help dependent readers; however, if practiced in a classroom I would think they might be distracting for independent readers. I know that when I read I like it to be quiet and I hate when people interrupt me.
Monday, September 27, 2010
Chapter 5
It is funny how many inferences we do when reading, but when asked to explain how to make inferences it is hard to explain what we did. It is important as a teacher to learn how to explain "how to." The two scenarios of the English classrooms were interesting. The conversation in the honors class, Beers was able to keep the conversation going and students were a lot more vocal than in the other class. In the other class, the students were not willing to participate; therefore, the conversation ended quickly.
Figure 5.4 reminded me of the video we watched with the teacher who had the students ask questions about the text. I feel this would be a good exercise to do with dependent readers because it would allow them to look at a piece of work differently. Instead of just reading it, they would analyze it and connect things together that they understand or don't understand. Many dependent readers get frustrated because they "don't understand" what the text is saying, but when you point out that they can reference something, it will show them they are making progress.
Figure 5.4 reminded me of the video we watched with the teacher who had the students ask questions about the text. I feel this would be a good exercise to do with dependent readers because it would allow them to look at a piece of work differently. Instead of just reading it, they would analyze it and connect things together that they understand or don't understand. Many dependent readers get frustrated because they "don't understand" what the text is saying, but when you point out that they can reference something, it will show them they are making progress.
Tuesday, September 14, 2010
Chapter 6
Anticipation Guides
I believe that it is important to get every student, whether they are independent or dependent readers, into the text that you want them to read. I think the Anticipation Guides are a good idea to get students thinking about what they are going to read. The example Beers gives of Mr. Davidson's classroom using these guides is what any student would say if something is too hard; however, isn't that the whole point of learning? By challenging your own thoughts it helps you open your mind to new, if everything was easy then we would all be geniuses.
KWL
When I was in high school we used the KWL chart in almost all my classes. I think they are important way of realizing what you already know and you may be surprised what information you have tucked away. Also, what you want to know, by finding something that may interest you will help you become engaged in the text. And finally what you learned, which proves that you can learn something from anything. I think it would be important to have student do this individually because just as the example showed, the teacher was the one generating the questions, which didn't help the students.
Tea Party
I find this to be another helpful strategy to not only get students involved with thinking about the text, but to define such things as, setting, character relations, plot, comparing and contrasting, sequence, etc. When students make their own predictions about what is going to happen, hopefully it will excite them to see if they are right and think more clearly about the text.
I believe that it is important to get every student, whether they are independent or dependent readers, into the text that you want them to read. I think the Anticipation Guides are a good idea to get students thinking about what they are going to read. The example Beers gives of Mr. Davidson's classroom using these guides is what any student would say if something is too hard; however, isn't that the whole point of learning? By challenging your own thoughts it helps you open your mind to new, if everything was easy then we would all be geniuses.
KWL
When I was in high school we used the KWL chart in almost all my classes. I think they are important way of realizing what you already know and you may be surprised what information you have tucked away. Also, what you want to know, by finding something that may interest you will help you become engaged in the text. And finally what you learned, which proves that you can learn something from anything. I think it would be important to have student do this individually because just as the example showed, the teacher was the one generating the questions, which didn't help the students.
Tea Party
I find this to be another helpful strategy to not only get students involved with thinking about the text, but to define such things as, setting, character relations, plot, comparing and contrasting, sequence, etc. When students make their own predictions about what is going to happen, hopefully it will excite them to see if they are right and think more clearly about the text.
Chapter 4
After just reading the first section I learned something very valuable, that as a teacher we should assume that if we explain what something means, student will automatically know how to comprehend other texts. It is important to understand this to help dependent readers. The list of strategies Beers provides may seem pretty easy for those independent readers, but for students who struggle with reading, we need to make sure we "teach" them what exactly they mean.
How to Teach Strategies
I liked Beer's analogy that we can't just tell students "just do it" if that were the case then we wouldn't need all this schooling to become teachers. It is important to show students how to do these reading strategies. Even in college, I still like my professors to tell me exactly how they want something done. It is easier for me to comprehend and it prevents and misconceptions I may have about an assignment.
Direct and Scripted Instructions
I do not believe in a teacher doing solely a scripted instruction, unless he/she is reading instructions for a test. I believe anyone can read a lesson plan that has already been scripted for them. As a teacher, we have to come up with ways to keep our students engaged and our classroom an enjoyable learning atmosphere. I think to have a scripted instruction is ok to look off of to make sure you are doing what you are supposed to, but it would be boring; almost like you were a robot.
"Telling isn't showing." -Beers
How to Teach Strategies
I liked Beer's analogy that we can't just tell students "just do it" if that were the case then we wouldn't need all this schooling to become teachers. It is important to show students how to do these reading strategies. Even in college, I still like my professors to tell me exactly how they want something done. It is easier for me to comprehend and it prevents and misconceptions I may have about an assignment.
Direct and Scripted Instructions
I do not believe in a teacher doing solely a scripted instruction, unless he/she is reading instructions for a test. I believe anyone can read a lesson plan that has already been scripted for them. As a teacher, we have to come up with ways to keep our students engaged and our classroom an enjoyable learning atmosphere. I think to have a scripted instruction is ok to look off of to make sure you are doing what you are supposed to, but it would be boring; almost like you were a robot.
"Telling isn't showing." -Beers
Chapter 3
Defining "This Kid Can't Read"
By saying a kid can't read is pretty broad, I have now realized that if a student struggles with reading it can be the cause of many factors. And by defining the specific factor it will help in improving their reading. There is a large list of what it means when a student says they cannot read. I liked how Beers put the chart of if a student . . . then . . ., it helps me understand more clearly what could be the problem with that particular student. It was easy them to compare dependent readers to skilled readers, and how they interpret text.
Step Inside the Classroom
I liked how Beers put examples of students and how they struggle in the classroom with reading. As a teacher, we are going to come across students like Mike, who sits in the back trying to be visible and has a problem with word recognition. In addition, we may have a student like Sharamee who has a problem with retention. As Beers stated, it is important to move beyond the "these kids can't read" to addressing the specific problem and working on their strengths.
"It's not enough knowing what good readers can do or struggling reader can't do. We must also know what we believe about teaching, about learning, and about our role as both." -Beers
By saying a kid can't read is pretty broad, I have now realized that if a student struggles with reading it can be the cause of many factors. And by defining the specific factor it will help in improving their reading. There is a large list of what it means when a student says they cannot read. I liked how Beers put the chart of if a student . . . then . . ., it helps me understand more clearly what could be the problem with that particular student. It was easy them to compare dependent readers to skilled readers, and how they interpret text.
Step Inside the Classroom
I liked how Beers put examples of students and how they struggle in the classroom with reading. As a teacher, we are going to come across students like Mike, who sits in the back trying to be visible and has a problem with word recognition. In addition, we may have a student like Sharamee who has a problem with retention. As Beers stated, it is important to move beyond the "these kids can't read" to addressing the specific problem and working on their strengths.
"It's not enough knowing what good readers can do or struggling reader can't do. We must also know what we believe about teaching, about learning, and about our role as both." -Beers
Sunday, September 12, 2010
Chapter 2
I find after reading the background of Chapter 1 and Chapter 2, I feel this book is dedicated to all the George's out there. I believe the author wants to help teachers realize kids are not born with knowledge, and while it may be frustrating as a teacher, we need to listen closely to what they are asking. The statement of "anyone can struggle given the right text," is 100% true. Even though I am a INLA major, there have been texts that I have had to read for a class that I struggle through, and some I could recall at any time.
Independent vs. Dependent Readers:
It was interesting to see the difference between a independent and dependent reader and how both readers interpret reading. It is sad to realize that there are so many dependent readers who struggle every day with reading. I find it more easier to understand what she is saying when she puts experiences of students, including Haley and trying to correctly add the suffix -ing.
"Making mistakes is part of the learning process." - Beers
Independent vs. Dependent Readers:
It was interesting to see the difference between a independent and dependent reader and how both readers interpret reading. It is sad to realize that there are so many dependent readers who struggle every day with reading. I find it more easier to understand what she is saying when she puts experiences of students, including Haley and trying to correctly add the suffix -ing.
"Making mistakes is part of the learning process." - Beers
Subscribe to:
Comments (Atom)