Christina L. Ch. 1&2
Christina Lim
ITE 314
CHAPTER 1
As I read the Introduction of this book, something struck me right from the start.
I really connected to Taberski’s p.o.v. on how teaching children to read is about how all of the parts of our teaching strategies need to work together in order to effectively teach reading. Chapter 1 was very insightful and useful for me. I agree that in order for children to actively want to engage in the reading process, they must begin by reading text that is in some form significant to their experiences in life. As Taberski stated: “Children to expect ext to make sense”, as well as, “Children use what they know about words to learn new ones” (Goswami, 5). This is why I believe that when we, as teachers first introduce literature to our students, we must first get to know each of them as individuals. After we accomplish this, we will be more equipped to more accurately choose what types of literature our students would be interested in; which would probably make the learning process easier for the child because of his or her prior knowledge of the subject. By using their prior knowledge, they will be better equipped to figure words out by using the three cueing systems as a tool to aid in their learning process.
When I read the portion of the chapter about how children sometimes associate the letter in their name with the sounds the letters represent, I thought of something I just did in my mentor teacher’s class today. This morning our class was working in their journals, and a boy asked me for help with spelling the word “truck”. He had gotten the letters “t, r, and u”, but couldn’t’ get the “k” sound, since they are still learning to spell, I didn’t stress the “c” letter in “truck”. I first asked him, “What does ‘k’ sound like?” he didn’t really know, so I looked down at his nametag and pointed out the first letter of his name. I asked him what letter that was, and what sound it made, he replied with “k”, then a flash went off in his head, and he said hesitantly, “k?” He used his prior knowledge of his own name, and that it sounded just like the “k” in “truck”.
I also agree with Taberski about her belief that it is critical that children are allowed daily extended periods of time to foster the relationship between the child and his/her reading skills. There are so many teachers who have so many other obligations and deadlines to meet that reading time is pushed off to the corner, but we all need to try our best to take some time, even if only a little, to help our students build this lifelong relationship with reading.
ITE 314
CHAPTER 1
As I read the Introduction of this book, something struck me right from the start.
I really connected to Taberski’s p.o.v. on how teaching children to read is about how all of the parts of our teaching strategies need to work together in order to effectively teach reading. Chapter 1 was very insightful and useful for me. I agree that in order for children to actively want to engage in the reading process, they must begin by reading text that is in some form significant to their experiences in life. As Taberski stated: “Children to expect ext to make sense”, as well as, “Children use what they know about words to learn new ones” (Goswami, 5). This is why I believe that when we, as teachers first introduce literature to our students, we must first get to know each of them as individuals. After we accomplish this, we will be more equipped to more accurately choose what types of literature our students would be interested in; which would probably make the learning process easier for the child because of his or her prior knowledge of the subject. By using their prior knowledge, they will be better equipped to figure words out by using the three cueing systems as a tool to aid in their learning process.
When I read the portion of the chapter about how children sometimes associate the letter in their name with the sounds the letters represent, I thought of something I just did in my mentor teacher’s class today. This morning our class was working in their journals, and a boy asked me for help with spelling the word “truck”. He had gotten the letters “t, r, and u”, but couldn’t’ get the “k” sound, since they are still learning to spell, I didn’t stress the “c” letter in “truck”. I first asked him, “What does ‘k’ sound like?” he didn’t really know, so I looked down at his nametag and pointed out the first letter of his name. I asked him what letter that was, and what sound it made, he replied with “k”, then a flash went off in his head, and he said hesitantly, “k?” He used his prior knowledge of his own name, and that it sounded just like the “k” in “truck”.
I also agree with Taberski about her belief that it is critical that children are allowed daily extended periods of time to foster the relationship between the child and his/her reading skills. There are so many teachers who have so many other obligations and deadlines to meet that reading time is pushed off to the corner, but we all need to try our best to take some time, even if only a little, to help our students build this lifelong relationship with reading.
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