Tara's chapter 9 reflection
this chapter to me felt like it was geared towards the younger grades, like kindergarten or first grade. it talks about sounding out words and making associations, even recognizing words using logos.
i never got to really observe this in the classroom at it's fullest. i remember my mentor having days where she taught the kids phonics where she gave the ending sound like -et and she asked the kids to give her all the words they can think of with the ending sound or letters with -et. i thought it was interesting to see. every week she had a different ending sound like -eb, or -ap, or -et, or -ick, etc. she would make a chart of all the words the kids could think of with those ending sounds and she would put them on this clip thing she had. she would take them out all the time and tell the kids to remember them and use them in their writing. she also had spelling worksheets that emphasized and furthered their understanding of those words and the kids would have a spelling test at the end of the week. i never had to correct their spelling homework because she always had someone else do it. i really wanted to though.
almost all of my first graders knew how to read really well. only about one or two couldnt. i had to work with them a couple of times to pronounce words. my mentor would give me a book with about 3 columns of words and she would tell me to let the student i was helping to read all the words he/she could and make note of the ones he/she couldnt. she even had tests on words she called "sight" words. a lot of the kids made major progress from the same test they had at the beginning of the school year!
my mentor also had a word wall which is what taberski talked about. she has all the words the kids should know or needed to know on there. it had words like because, and, at, the, etc. if the kids spelt the word wrong and my mentor knew it was on the word wall, she would tell them to use their resources and to find where they needed to look to spell the word correctly. i think that is a good idea and i could use that in my future classroom if i have lower grades.
i never got to really observe this in the classroom at it's fullest. i remember my mentor having days where she taught the kids phonics where she gave the ending sound like -et and she asked the kids to give her all the words they can think of with the ending sound or letters with -et. i thought it was interesting to see. every week she had a different ending sound like -eb, or -ap, or -et, or -ick, etc. she would make a chart of all the words the kids could think of with those ending sounds and she would put them on this clip thing she had. she would take them out all the time and tell the kids to remember them and use them in their writing. she also had spelling worksheets that emphasized and furthered their understanding of those words and the kids would have a spelling test at the end of the week. i never had to correct their spelling homework because she always had someone else do it. i really wanted to though.
almost all of my first graders knew how to read really well. only about one or two couldnt. i had to work with them a couple of times to pronounce words. my mentor would give me a book with about 3 columns of words and she would tell me to let the student i was helping to read all the words he/she could and make note of the ones he/she couldnt. she even had tests on words she called "sight" words. a lot of the kids made major progress from the same test they had at the beginning of the school year!
my mentor also had a word wall which is what taberski talked about. she has all the words the kids should know or needed to know on there. it had words like because, and, at, the, etc. if the kids spelt the word wrong and my mentor knew it was on the word wall, she would tell them to use their resources and to find where they needed to look to spell the word correctly. i think that is a good idea and i could use that in my future classroom if i have lower grades.
posted by Tara | 11:18 PM
0 Comments:
Post a Comment
<< Home