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.
Sunday, October 10, 2010
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.
Subscribe to:
Comments (Atom)