Lehua's Reflection - Ch. 7
While reading this chapter, I noticed that Taberski uses a lot of different strategies for the different grade levels. She incorporated upper el and lower el very well into this chapter. In the beginning, she mentioned a story about using books with a child's interest intertwined in the book. It is a great idea and, what I thought at first, is that it obviously works! But then she went on to say that the reason the boy knew the word "world" was because he wrote it the day before. Even so, he definitely used context clues, visual clues, etc. - everything we need to take note of in the running records idea. It is great to read stories like this one. I know that as a teacher when it happens to me personally and I see that spark in the student, it will definitely be worth it!
Taberski talks about her main point throughout the chapter - "helping children become strategic readers." This is exemplified in the pictures of her student's work. Just looking at figure 7-5 of the student's "The Beast in Ms. Rooney's Room," I can see just how this student progressed to be here. It's funny when we step back and take a look at student's work. We've all done story maps throughout our elementary years through our college years. It's just inevitable. When I truly look at the progress that the students go through - especially since I'm learning how children start to recognize letters, let alone pronounce them, it makes the bigger picture quite clear. It is rewarding and the process needs certain steps that are vital to the end result. Going from drawing letters to reading children's books, to creating a detailed story map, it is a very rewarding end of the road - both for the teacher and the student.
Taberski talks about her main point throughout the chapter - "helping children become strategic readers." This is exemplified in the pictures of her student's work. Just looking at figure 7-5 of the student's "The Beast in Ms. Rooney's Room," I can see just how this student progressed to be here. It's funny when we step back and take a look at student's work. We've all done story maps throughout our elementary years through our college years. It's just inevitable. When I truly look at the progress that the students go through - especially since I'm learning how children start to recognize letters, let alone pronounce them, it makes the bigger picture quite clear. It is rewarding and the process needs certain steps that are vital to the end result. Going from drawing letters to reading children's books, to creating a detailed story map, it is a very rewarding end of the road - both for the teacher and the student.
posted by Chelsea | 11:41 PM
1 Comments:
Hey Lehua! I found your reflection quite amusing. Some things will never change. I remember doing story map in every grade level. At each level, children progess a little with their retelling of the story with their story map. Just recently, my fourth grade class did a story map for Charolette's Web. All of them did a great job on it.
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