Sei's Chapter 9 Reflection
Word Study Groups: Analyzing Words for their
Phonetic, Structural, and Morphemic Features
Chapter 9 Reflection
Reading this chapter immediately got me into thinking of my class at Mililani Waena. Mrs. Johnson does a great job at working with the Kindergarteners’ reading skills. She has a very organized and well thought out literacy routine for the students.
During the literacy block, Mrs. Johnson has the children rotate in 3 stations. The first group sits at their desks and writes a journal entry. The journal entry usually is some sort of response to a book that was just read to the class.
While that group is doing that, a second group is playing literacy games. One of the literacy games is one in which the students are to connect the pieces of the puzzle that have pictures of rhyming words on them. For example, the student should be able to put the picture of the cat with the picture of the bat while putting the picture of the pen with the picture of the hen. I think that this game is great because not only do students have to be able to name the figure in the picture, but also be able to rhyme that word with another picture. Another game that the students play is “write the classroom”. This is a game in which students are given individual dry erase boards, pens, and markers and observe items in the classroom and write them on the board.
The third station is the one that enables Mrs. Johnson to work one-on-one with each student. This station requires the student to read the “sentences” that they had written the night before to Mrs. Johnson. She will then write a reply and the student is to read her response and answer her question. After reading the “sentences”, the student will then read his/her guided reading book to her. You see, Mrs. Johnson sends home a guided reading envelope on Mondays through Thursdays. In that envelope, there is a notebook in which the student is required to write as many sentences as they’d like about any topic that they’d like every night (these are the sentences that are read to her during the third station). Also in the envelope is a guided reading book, which is distributed by reading level and rotated every Mondays and Wednesdays.
I got to work with the children in the third station last week Thursday. This station is very important in assessing the progress of the children and giving them the individual attention that they may need. I really enjoyed this time with the children because not only did I learn about their reading and writing skills, but also about their personal lives. I learned that Stacie takes Japanese Language Lessons and that she reads at a second grade level. Her guided reading book is a chapter book and she’s only in Kindergarten. Even at a second grade reading level, she read the book effortlessly…and understood!
Another thing that my teacher does is tests the students on their “sight words” every so often. I got a chance to test the children and most of them can read all their Kindergarten level sight words while some can read most 1st grade level sight words, with the exception of Stacie, who can read up to 2nd grade sight words with proficiency. I see the sense of achievement in the children when they’ve moved up a level. When I tested them, two of the students were able to read 75 out of 75 of the Kindergarten sight words and were moved up to reading 1st grade sight words. They were very ecstatic! It’s a great feeling to have a child come up to me and say, “I can read that big word now. I can read ‘because’!!”
Phonetic, Structural, and Morphemic Features
Chapter 9 Reflection
Reading this chapter immediately got me into thinking of my class at Mililani Waena. Mrs. Johnson does a great job at working with the Kindergarteners’ reading skills. She has a very organized and well thought out literacy routine for the students.
During the literacy block, Mrs. Johnson has the children rotate in 3 stations. The first group sits at their desks and writes a journal entry. The journal entry usually is some sort of response to a book that was just read to the class.
While that group is doing that, a second group is playing literacy games. One of the literacy games is one in which the students are to connect the pieces of the puzzle that have pictures of rhyming words on them. For example, the student should be able to put the picture of the cat with the picture of the bat while putting the picture of the pen with the picture of the hen. I think that this game is great because not only do students have to be able to name the figure in the picture, but also be able to rhyme that word with another picture. Another game that the students play is “write the classroom”. This is a game in which students are given individual dry erase boards, pens, and markers and observe items in the classroom and write them on the board.
The third station is the one that enables Mrs. Johnson to work one-on-one with each student. This station requires the student to read the “sentences” that they had written the night before to Mrs. Johnson. She will then write a reply and the student is to read her response and answer her question. After reading the “sentences”, the student will then read his/her guided reading book to her. You see, Mrs. Johnson sends home a guided reading envelope on Mondays through Thursdays. In that envelope, there is a notebook in which the student is required to write as many sentences as they’d like about any topic that they’d like every night (these are the sentences that are read to her during the third station). Also in the envelope is a guided reading book, which is distributed by reading level and rotated every Mondays and Wednesdays.
I got to work with the children in the third station last week Thursday. This station is very important in assessing the progress of the children and giving them the individual attention that they may need. I really enjoyed this time with the children because not only did I learn about their reading and writing skills, but also about their personal lives. I learned that Stacie takes Japanese Language Lessons and that she reads at a second grade level. Her guided reading book is a chapter book and she’s only in Kindergarten. Even at a second grade reading level, she read the book effortlessly…and understood!
Another thing that my teacher does is tests the students on their “sight words” every so often. I got a chance to test the children and most of them can read all their Kindergarten level sight words while some can read most 1st grade level sight words, with the exception of Stacie, who can read up to 2nd grade sight words with proficiency. I see the sense of achievement in the children when they’ve moved up a level. When I tested them, two of the students were able to read 75 out of 75 of the Kindergarten sight words and were moved up to reading 1st grade sight words. They were very ecstatic! It’s a great feeling to have a child come up to me and say, “I can read that big word now. I can read ‘because’!!”
posted by Sei | 9:04 PM
0 Comments:
Post a Comment
<< Home