Lehua's Reflection - Chapter 5
Taberski goes into great detail about running records in this chapter. I think that it's a little to much in detail - ONLY if you don't have the time. For instance, writing out the whole sentence while the child is reading and having to take the running record all at the same time may be a bit hectic. However, if the teacher has a book ready and has the sentences in place then that could even be more effective! (That could work with some of the books for my kindergarten class.)
On page 58, Taberski talks about "children who use visual and structural cues, but not meaning." This is definitely the case for my kindergarten students. While they amaze me at how much a student can advance from pre-school to kindergarten, after seeing them write complete sentences, I am still striving for them to not use the pictures alone.
Some of the books that my teacher had me use on them (because she was going to do her own "running record" anyway)had pictures as the main focus. Using the pictures to say "Dad is running. Dad is sleeping. Dad is digging." is what they should be doing at this age. But I ask myself, "When do I start showing them the words and becoming familiar with the word, visually, while letting them use the pictures? Or, do I start now?" Not to be a discouraging learner, but I would like to teach upper elementary, where they might be more able to sound out words rather than just using picture clues. But yes, it doesn't hurt learning how to teach that anyway because any child in any grade level may be at a "kindergarten" reading level.
On page 58, Taberski talks about "children who use visual and structural cues, but not meaning." This is definitely the case for my kindergarten students. While they amaze me at how much a student can advance from pre-school to kindergarten, after seeing them write complete sentences, I am still striving for them to not use the pictures alone.
Some of the books that my teacher had me use on them (because she was going to do her own "running record" anyway)had pictures as the main focus. Using the pictures to say "Dad is running. Dad is sleeping. Dad is digging." is what they should be doing at this age. But I ask myself, "When do I start showing them the words and becoming familiar with the word, visually, while letting them use the pictures? Or, do I start now?" Not to be a discouraging learner, but I would like to teach upper elementary, where they might be more able to sound out words rather than just using picture clues. But yes, it doesn't hurt learning how to teach that anyway because any child in any grade level may be at a "kindergarten" reading level.
posted by Chelsea | 3:11 PM
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