Tara's Reflection for Taberski's Ch. 1
Sorry its so late. When I went to the bookstore to buy this book it was out and it was on order so I wasnt able to do the reading till this week.
Reading chapter one reminded me of how my mentor teacher last semester assessed her reading. She did running records with the kids but she left out all the check marks and told me to only write the words down that the kids didnt know. I guess that was smart because it took up too much time to check all the words the kids got right. And plus we hardly had time to make the check marks for all the kids. She had other assignments to teach the kids. She told me that reading is just about the hardest thing to assess because the kids are all at different levels. She assesses each one of the students and assigns them levels. She allows them to pick their own books because she said that children wont read if they dont read a book that they like. I agreed with her also. My mentor had a section of her classroom that had books labeled with the different levels for her kids to come and choose for themselves. Every morning they would come and choose a book to their liking and take it home to read with their parents since that was a daily homework assignment.
In the section of the first chapter "our role in teaching children to read", I felt that I could relate to three of the sections. I could relate to the first section "assessing children's reading" because that is a strategy that my mentor uses. She would have individual conferences with the students and listen to them read, ask them questions and then give them differerent strategies that they can use to sound out words or maybe read better. In the second section "demonstrating effective strategies" it mentions that using guided reading and showing the kids patterns in words was something that my mentor taught me to do with the kids. I was able to do a few guided reading with a group of my kids and I was able to watch and hear them read together. The kids in the group were to help the ones that had a hard time reading out and be their guide. I would ask them if they had any trouble with some of the words and I would ask them for summaries. My mentor taught the kids to try and see certain words in words they didnt know to help them read and that strategy helped them to read. I would ask the kids what strategies they used to help them read the words they didnt know and a lot of them used different strategies like sounding them out, chunking, asking for help, seeing words in the unfamiliar words etc... In the third section "providing opportunities for practice", it mentions allowing kids to independently read so they can practice. My kids had independent reading every day in the morning for about 20 minutes. I loved it because they would all read. You could hear them reading or trying to. I would go around and listen to some of them and it was great. They all had books that interested them because they're allowed to choose their own books so of course reading for them had meaning. After they read the book the kids would voluntarily give me summaries because they liked the book. I was happy to hear them. I would even ask them questions about the book and the kids could answer me.
So basically reading this first chapter reminded me so much of my first grade kiddies!! And more so of my mentor teacher because she taught me a bit about running records and that it is a great assessment strategy if you have the time to assess each kid in the class. My mentor taught me lots about reading and I just thought of her when I read this chapter.
Reading chapter one reminded me of how my mentor teacher last semester assessed her reading. She did running records with the kids but she left out all the check marks and told me to only write the words down that the kids didnt know. I guess that was smart because it took up too much time to check all the words the kids got right. And plus we hardly had time to make the check marks for all the kids. She had other assignments to teach the kids. She told me that reading is just about the hardest thing to assess because the kids are all at different levels. She assesses each one of the students and assigns them levels. She allows them to pick their own books because she said that children wont read if they dont read a book that they like. I agreed with her also. My mentor had a section of her classroom that had books labeled with the different levels for her kids to come and choose for themselves. Every morning they would come and choose a book to their liking and take it home to read with their parents since that was a daily homework assignment.
In the section of the first chapter "our role in teaching children to read", I felt that I could relate to three of the sections. I could relate to the first section "assessing children's reading" because that is a strategy that my mentor uses. She would have individual conferences with the students and listen to them read, ask them questions and then give them differerent strategies that they can use to sound out words or maybe read better. In the second section "demonstrating effective strategies" it mentions that using guided reading and showing the kids patterns in words was something that my mentor taught me to do with the kids. I was able to do a few guided reading with a group of my kids and I was able to watch and hear them read together. The kids in the group were to help the ones that had a hard time reading out and be their guide. I would ask them if they had any trouble with some of the words and I would ask them for summaries. My mentor taught the kids to try and see certain words in words they didnt know to help them read and that strategy helped them to read. I would ask the kids what strategies they used to help them read the words they didnt know and a lot of them used different strategies like sounding them out, chunking, asking for help, seeing words in the unfamiliar words etc... In the third section "providing opportunities for practice", it mentions allowing kids to independently read so they can practice. My kids had independent reading every day in the morning for about 20 minutes. I loved it because they would all read. You could hear them reading or trying to. I would go around and listen to some of them and it was great. They all had books that interested them because they're allowed to choose their own books so of course reading for them had meaning. After they read the book the kids would voluntarily give me summaries because they liked the book. I was happy to hear them. I would even ask them questions about the book and the kids could answer me.
So basically reading this first chapter reminded me so much of my first grade kiddies!! And more so of my mentor teacher because she taught me a bit about running records and that it is a great assessment strategy if you have the time to assess each kid in the class. My mentor taught me lots about reading and I just thought of her when I read this chapter.
posted by Tara | 10:26 PM
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