Kendrah's c/8, 9, & 10 Reading Reflections
C/10 Teaching Reading Strategies One-on-One
I thought the beginning paragraph of this chapter was cute because when the teacher asked who needed a conference she said she saw all these hands shoot up. One child needed help finding books, another wanted to just meet because he hadn’t met with her in a long time, and a young girl wanted to show her a finished reading response. I hope that one day I will have students who will be just as enthusiastic as these students. I know that I will have to play a big part as a teacher and make reading as well as conferences a fun and great thing. I already know that one-on-one time is very important. I wish that every child could get one-on-one time everyday because no child would have a reason to be left behind. Overall, this chapter “shows how working one-on-one with children provides opportunities to reacquaint them with strategies that have been demonstrated in a large and small group setting. It also helps students understand the concepts of print, text, and books that underpin their reading.”
Over this past semester I’ve been given the chance to work with students one-on-one in my fourth grade field experience classroom. I wasn’t too sure at first about how to work with students and their reading but I think throughout the semester and with practice I have come a long way. Some new things I learned about one-on-one time in this chapter while working with a student is that I need to start with what the child is doing well at. Affirmations are important in order to improve as well as giving a child honest feedback. When the child knows what he or she needs to work on it will help the child know what needs to be done when he or she is sent off to read independently.
What the main point of this chapter and many of the other chapters in this book is to produce a successful reader. However, this can’t be done without a good teacher who will take the time to sit down and help. Students need to know what they are doing well, what they need help on, and discuss together how improvements can be made. With all of these components success will come easily.
C/9 Word Study Groups: Analyzing Words for Their Phonetic, Structural, and Morphemic Features
This chapter reminded me a lot of the spelling words my mentor teacher chooses to put up on her boards for her students. These words are given weekly and most of them have the same endings or sounds like the ones mentioned in the first paragraph. It said that Jack sat in the chair in front of his class talking about his experience for the day and that he came across a word that he didn’t know. Fortunately, Jack remembered that he and his word study group was finding words earlier in the day with the same ending sounds with “ow” and it helped figure out that the word was “now”. The word study groups mentioned in this chapter sounds like a very beneficial thing to do. I read on about what they do in a word study group. The phases were interesting because it starts from the child recognizing whole words, then gaining more knowledge to recognize associations between spelling patterns, and then being able to recognize words by making connections between them. Since I’m very oblivious to the reading process everything I read is interesting to me. It’s funny how I went through these processes as a child to be able to learn how to read. I also read that early readers need lots of practice with examining monosyllabic words with two, three, and four sounds, or phonemes. Students can group these words by their length, common letter/s, common sound, and spelling patterns. Recognizing patterns can be done in the same way for polysyllabic words or bigger words. The chapter also goes into more detail about rearrangement of words, adding, removing letters, letter sequence, working with compound words, exploring common prefixes and suffixes, and much more. I also learned that when teaching about vowels it is better to teach to students in a whole group setting because it is easier for the students to handle new information this way. I definitely take all this information into account and I plan to put up spelling words that will enable my students to be able to understand all of these concepts brought up within the chapter. I think my mentor teacher does a great job at helping the students learn words by doing a spelling pattern display on her boards. I plan to do one just like her in the future.
C/8 Guided Reading: Demonstrating Strategies in Small-Group Settings
The beginning paragraphs of this chapter intrigued me because I read that making pancakes is similar to doing guided reading. I wondered why this was so and I continued to read on. I got from the text that they’re similar because at first it may seem like a simple process but it gets complicated when you take into account all the steps needed to create a successful outcome. As I continued to read more into the text I found what guided reading is and isn’t. Overall, “guided reading is a way to help children understand how reading works and to learn techniques…” I also learned that checking up on a child’s reading progress is very crucial for the child to develop skills to the best of his or her potential. Pairing students up in the same groups for the whole year won’t be as beneficial as letting them work with other children in the classroom throughout the year. I really liked the guided reading planning sheets in which students are put into groups depending on their strengths and needs. I like the guided reading groups sheets also because it shows what book the group will be reading and what strategy they will be working on as well as the members involved. This sheet can be done every month and the good thing about it is that the students are able to learn with one another and the teacher can observe their progress and simply group each child in a same or different group for the following month. It seems like it’s a very organized and structured way of maintaining a guided reading class time. I really enjoyed the character maps, story maps, and chart as well because the students are able to reflect on what they read and are able to identify specific parts of a book. At the beginning of this semester my mentor teacher gave me a bunch of worksheets like the ones mentioned. I was very excited to have my mentor teacher want to show me the various ways of having children show what they have learned or read by simply doing a character map, Venn-diagram, story map, and more. I can’t wait to use them with my own class. This chapter shows me that selecting groups, books, and specific times for reading is very important to produce successful readers.
I thought the beginning paragraph of this chapter was cute because when the teacher asked who needed a conference she said she saw all these hands shoot up. One child needed help finding books, another wanted to just meet because he hadn’t met with her in a long time, and a young girl wanted to show her a finished reading response. I hope that one day I will have students who will be just as enthusiastic as these students. I know that I will have to play a big part as a teacher and make reading as well as conferences a fun and great thing. I already know that one-on-one time is very important. I wish that every child could get one-on-one time everyday because no child would have a reason to be left behind. Overall, this chapter “shows how working one-on-one with children provides opportunities to reacquaint them with strategies that have been demonstrated in a large and small group setting. It also helps students understand the concepts of print, text, and books that underpin their reading.”
Over this past semester I’ve been given the chance to work with students one-on-one in my fourth grade field experience classroom. I wasn’t too sure at first about how to work with students and their reading but I think throughout the semester and with practice I have come a long way. Some new things I learned about one-on-one time in this chapter while working with a student is that I need to start with what the child is doing well at. Affirmations are important in order to improve as well as giving a child honest feedback. When the child knows what he or she needs to work on it will help the child know what needs to be done when he or she is sent off to read independently.
What the main point of this chapter and many of the other chapters in this book is to produce a successful reader. However, this can’t be done without a good teacher who will take the time to sit down and help. Students need to know what they are doing well, what they need help on, and discuss together how improvements can be made. With all of these components success will come easily.
C/9 Word Study Groups: Analyzing Words for Their Phonetic, Structural, and Morphemic Features
This chapter reminded me a lot of the spelling words my mentor teacher chooses to put up on her boards for her students. These words are given weekly and most of them have the same endings or sounds like the ones mentioned in the first paragraph. It said that Jack sat in the chair in front of his class talking about his experience for the day and that he came across a word that he didn’t know. Fortunately, Jack remembered that he and his word study group was finding words earlier in the day with the same ending sounds with “ow” and it helped figure out that the word was “now”. The word study groups mentioned in this chapter sounds like a very beneficial thing to do. I read on about what they do in a word study group. The phases were interesting because it starts from the child recognizing whole words, then gaining more knowledge to recognize associations between spelling patterns, and then being able to recognize words by making connections between them. Since I’m very oblivious to the reading process everything I read is interesting to me. It’s funny how I went through these processes as a child to be able to learn how to read. I also read that early readers need lots of practice with examining monosyllabic words with two, three, and four sounds, or phonemes. Students can group these words by their length, common letter/s, common sound, and spelling patterns. Recognizing patterns can be done in the same way for polysyllabic words or bigger words. The chapter also goes into more detail about rearrangement of words, adding, removing letters, letter sequence, working with compound words, exploring common prefixes and suffixes, and much more. I also learned that when teaching about vowels it is better to teach to students in a whole group setting because it is easier for the students to handle new information this way. I definitely take all this information into account and I plan to put up spelling words that will enable my students to be able to understand all of these concepts brought up within the chapter. I think my mentor teacher does a great job at helping the students learn words by doing a spelling pattern display on her boards. I plan to do one just like her in the future.
C/8 Guided Reading: Demonstrating Strategies in Small-Group Settings
The beginning paragraphs of this chapter intrigued me because I read that making pancakes is similar to doing guided reading. I wondered why this was so and I continued to read on. I got from the text that they’re similar because at first it may seem like a simple process but it gets complicated when you take into account all the steps needed to create a successful outcome. As I continued to read more into the text I found what guided reading is and isn’t. Overall, “guided reading is a way to help children understand how reading works and to learn techniques…” I also learned that checking up on a child’s reading progress is very crucial for the child to develop skills to the best of his or her potential. Pairing students up in the same groups for the whole year won’t be as beneficial as letting them work with other children in the classroom throughout the year. I really liked the guided reading planning sheets in which students are put into groups depending on their strengths and needs. I like the guided reading groups sheets also because it shows what book the group will be reading and what strategy they will be working on as well as the members involved. This sheet can be done every month and the good thing about it is that the students are able to learn with one another and the teacher can observe their progress and simply group each child in a same or different group for the following month. It seems like it’s a very organized and structured way of maintaining a guided reading class time. I really enjoyed the character maps, story maps, and chart as well because the students are able to reflect on what they read and are able to identify specific parts of a book. At the beginning of this semester my mentor teacher gave me a bunch of worksheets like the ones mentioned. I was very excited to have my mentor teacher want to show me the various ways of having children show what they have learned or read by simply doing a character map, Venn-diagram, story map, and more. I can’t wait to use them with my own class. This chapter shows me that selecting groups, books, and specific times for reading is very important to produce successful readers.
posted by Kendrah | 8:51 PM
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