Christina's CH. 7, 8, 9
CHAPTER 7
In Chapter 7, I related to the “stopping to think” about what you’re reading. Last semester in my 4th grade class, my mentor teacher used to do book and chapter predictions. Predictions were very similar to “stopping to think” in the way that before the class would read a book, they would make predictions about it based on the pictures. Then, before beginning each chapter, my mentor teacher would ask the students for their predictions about that particular chapter, based on the previous chapter, as well as the picture heading for the current chapter. My mentor would follow the “3 steps”: what, why, prove it; but as for the “prove it step”, it was called the evidence portion of the prediction. The students were always excited to do predictions, and always liked to get the evidence they needed to prove what they said. This approach gets the students excited about the book they are going to read, and the predictions keep them interested/engaged and wanting to keep on reading the next chapter so they can see what’s going to happen next. This approach seems to prove successful from what I have personally experienced. I also think that by doing this, it may even help foster a positive relationship between a child and literature that was not previously established.
CHAPTER 8
Chapter 8 focuses on guided reading in small groups. This chapter is very detailed, with many steps to overcome before being able to achieve the ultimate goal of having the best groups possible for small group discussions, and reading groups. This process seems to work, and it probably does, but my concern with this process is that it doesn’t leave much time for a teacher to concentrate on other important subjects. This chapter is full of good ideas, and helpful teaching strategies, but at what cost to the other important subject areas that need the same attention and focus? The book also explains that this process is an ongoing one, in which you will inevitably make mistakes. It just says to not give up, and learn from your mistakes. It is a little discouraging to read so much into a complicated process such as this, but I take these readings as useful and helpful tools that I may later use at my discretion, and I appreciate the fact that I have these resources to call on if I may ever need them. I guess I just worry sometimes that I can’t do everything that Taberski talks about, and everything else that I learn from my other academics, roll them up, and become a super teacher.
I do like the part of the chapter that more thoroughly explains the different levels of readers. This reminds me of my Kindergarteners I have now, they are emergent readers. Many of my students are at the emergent stage of reading, where they need to be “walked through” the book. Something I didn’t know was that the teacher should look at the each page with the student to see what’s happening throughout the book. I had never thought to do this, and I had never seen my mentor do this. This is a good idea, because I have a few students who are not even at this stage of reading; they only use the visual clues given by the pictures to guess what the text is saying. I think that this could help those few students who are at a total loss of what reading is about, I may try this next time I am in field.
CHAPTER 9
This chapter focuses on analyzing words and patterns. I enjoyed reading about the part of the chapter in which Taberski says she would look through the poems hanging on the chart wall for certain spelling patterns before her students would even show up in the morning. She looks for patterns in which her students need some improvement on. It astonishes me that she has 37 spelling patterns! That is a lot, but it must be so beneficial for her students. I also like how Taberski has her students think that they are re-visiting the poem for “old times sake”, so as to not point out that they need some extra time devoted to practicing this particular spelling pattern. I also like how when Taberski goes over the specific pattern, she has her students come up with new words to add to their list.
I think that Taberski does a good job with the clapping syllables that she does with her students. I like how she refers back to her chart wall to get something that is familiar to everyone. I think this is a clever idea that helps children learn syllables by doing something different and exciting, while still learning an important tool which they will need to acquire in order for them to become proficient readers.
I think Taberski’s spelling pattern wall is a very useful tool that not only helps her to make her teaching easier and more structured. This wall is most beneficial to the students, I think that after they have been exposed enough to this wall that they feel very comfortable with it, I think that it may become a source of comfort for them; knowing that they can always turn to it if and when they need help with anything concerning literature and literacy.
In Chapter 7, I related to the “stopping to think” about what you’re reading. Last semester in my 4th grade class, my mentor teacher used to do book and chapter predictions. Predictions were very similar to “stopping to think” in the way that before the class would read a book, they would make predictions about it based on the pictures. Then, before beginning each chapter, my mentor teacher would ask the students for their predictions about that particular chapter, based on the previous chapter, as well as the picture heading for the current chapter. My mentor would follow the “3 steps”: what, why, prove it; but as for the “prove it step”, it was called the evidence portion of the prediction. The students were always excited to do predictions, and always liked to get the evidence they needed to prove what they said. This approach gets the students excited about the book they are going to read, and the predictions keep them interested/engaged and wanting to keep on reading the next chapter so they can see what’s going to happen next. This approach seems to prove successful from what I have personally experienced. I also think that by doing this, it may even help foster a positive relationship between a child and literature that was not previously established.
CHAPTER 8
Chapter 8 focuses on guided reading in small groups. This chapter is very detailed, with many steps to overcome before being able to achieve the ultimate goal of having the best groups possible for small group discussions, and reading groups. This process seems to work, and it probably does, but my concern with this process is that it doesn’t leave much time for a teacher to concentrate on other important subjects. This chapter is full of good ideas, and helpful teaching strategies, but at what cost to the other important subject areas that need the same attention and focus? The book also explains that this process is an ongoing one, in which you will inevitably make mistakes. It just says to not give up, and learn from your mistakes. It is a little discouraging to read so much into a complicated process such as this, but I take these readings as useful and helpful tools that I may later use at my discretion, and I appreciate the fact that I have these resources to call on if I may ever need them. I guess I just worry sometimes that I can’t do everything that Taberski talks about, and everything else that I learn from my other academics, roll them up, and become a super teacher.
I do like the part of the chapter that more thoroughly explains the different levels of readers. This reminds me of my Kindergarteners I have now, they are emergent readers. Many of my students are at the emergent stage of reading, where they need to be “walked through” the book. Something I didn’t know was that the teacher should look at the each page with the student to see what’s happening throughout the book. I had never thought to do this, and I had never seen my mentor do this. This is a good idea, because I have a few students who are not even at this stage of reading; they only use the visual clues given by the pictures to guess what the text is saying. I think that this could help those few students who are at a total loss of what reading is about, I may try this next time I am in field.
CHAPTER 9
This chapter focuses on analyzing words and patterns. I enjoyed reading about the part of the chapter in which Taberski says she would look through the poems hanging on the chart wall for certain spelling patterns before her students would even show up in the morning. She looks for patterns in which her students need some improvement on. It astonishes me that she has 37 spelling patterns! That is a lot, but it must be so beneficial for her students. I also like how Taberski has her students think that they are re-visiting the poem for “old times sake”, so as to not point out that they need some extra time devoted to practicing this particular spelling pattern. I also like how when Taberski goes over the specific pattern, she has her students come up with new words to add to their list.
I think that Taberski does a good job with the clapping syllables that she does with her students. I like how she refers back to her chart wall to get something that is familiar to everyone. I think this is a clever idea that helps children learn syllables by doing something different and exciting, while still learning an important tool which they will need to acquire in order for them to become proficient readers.
I think Taberski’s spelling pattern wall is a very useful tool that not only helps her to make her teaching easier and more structured. This wall is most beneficial to the students, I think that after they have been exposed enough to this wall that they feel very comfortable with it, I think that it may become a source of comfort for them; knowing that they can always turn to it if and when they need help with anything concerning literature and literacy.
posted by Christina Lim | 8:49 PM
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