Sei's Chapter 8 Reflection
Guided Reading:
Demonstrating Strategies in Small-Group Settings
Chapter 8 Reflection
In chapter 8, Taberski focuses on the concept of guided reading. She gives a month-to-month timeline of how she implements guided reading during the school year. This is a helpful tool because it can be used as a reference when I start up my own classroom. It’s basically a How-to chapter on guided reading. It provides knowledge on assessing the children’s reading abilities, using planning sheets, to placing the children into groups, etc...
To be very honest, what I found more interesting than the guided reading timeline is the section on selecting guided reading books. According to Taberski, she uses three criteria to select a text for a group to read. The first is whether or not the book is worth reading. This is very important to consider because it’s our role as educators to ensure that our students’ experiences in our classrooms are fruitful and beneficial. I linked this with the part in the last chapter about selecting books for read alouds. Taberski stated that we must pick books that are interesting to the children, not us. Not only must we select books that are interesting so that it will motivate them to read more, but also with a good message or life lesson. The second criteria that Taberski uses is that the book selected must be able to be read “with the required rate of accuracy” by EVERY child in the group. This is important to consider because the whole point of having guided reading sessions is to have children read and learn about reading through their reading. If the book selected is too difficult, the child will not be able to learn much about the reading process due to the fact that he/she is busy trying to read the words on the page. The last criteria used by Taberski is whether the book “supports [her] demonstrations of the strategy [she] wants the children to acquire.” This is to say that the content of the books that are selected must coincide with the strategies that the teacher wants the child to develop.
Reading Taberksi’s book makes me feel though I have to go out and start buying and collecting children’s books. From everything that I’ve read so far about the techniques of teaching children to read, it can be concluded that teachers not only have to be avid readers on their own level, but also at the level of their students. Teachers must be well familiar with the contents of many children’s books and popular authors of children’s books. The only way that we are to know which books are “just right” for certain students or which books are appropriate to teach a certain reading strategy, we must have read a wide array of children’s books ourselves. At this point, I guess I have to start reading children’s books so that by the time that I start teaching, I’ll be well aware and knowledgeable of children’s books.
Demonstrating Strategies in Small-Group Settings
Chapter 8 Reflection
In chapter 8, Taberski focuses on the concept of guided reading. She gives a month-to-month timeline of how she implements guided reading during the school year. This is a helpful tool because it can be used as a reference when I start up my own classroom. It’s basically a How-to chapter on guided reading. It provides knowledge on assessing the children’s reading abilities, using planning sheets, to placing the children into groups, etc...
To be very honest, what I found more interesting than the guided reading timeline is the section on selecting guided reading books. According to Taberski, she uses three criteria to select a text for a group to read. The first is whether or not the book is worth reading. This is very important to consider because it’s our role as educators to ensure that our students’ experiences in our classrooms are fruitful and beneficial. I linked this with the part in the last chapter about selecting books for read alouds. Taberski stated that we must pick books that are interesting to the children, not us. Not only must we select books that are interesting so that it will motivate them to read more, but also with a good message or life lesson. The second criteria that Taberski uses is that the book selected must be able to be read “with the required rate of accuracy” by EVERY child in the group. This is important to consider because the whole point of having guided reading sessions is to have children read and learn about reading through their reading. If the book selected is too difficult, the child will not be able to learn much about the reading process due to the fact that he/she is busy trying to read the words on the page. The last criteria used by Taberski is whether the book “supports [her] demonstrations of the strategy [she] wants the children to acquire.” This is to say that the content of the books that are selected must coincide with the strategies that the teacher wants the child to develop.
Reading Taberksi’s book makes me feel though I have to go out and start buying and collecting children’s books. From everything that I’ve read so far about the techniques of teaching children to read, it can be concluded that teachers not only have to be avid readers on their own level, but also at the level of their students. Teachers must be well familiar with the contents of many children’s books and popular authors of children’s books. The only way that we are to know which books are “just right” for certain students or which books are appropriate to teach a certain reading strategy, we must have read a wide array of children’s books ourselves. At this point, I guess I have to start reading children’s books so that by the time that I start teaching, I’ll be well aware and knowledgeable of children’s books.
posted by Sei | 8:12 PM
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