Kendrah's C/11,12, & 13 Reflections
Part IV: Offering Children Opportunities for Practice and Responses
C/11- Matching Children with Books for Independent Reading
This chapter goes over the importance of selecting books that support a child’s development. When I do my running records I try to choose “just right” books that is meant for my fourth graders. Since it’s hard to find class time to do running records I usually ask some of the student if I can read with them at recess and all of them usually agree to read with me. Therefore, I try to use my reading time with them well and choose one of their class textbooks that is interesting and at most of the students reading level. I would want them to choose their own books but it takes some time to have them go look and pick one out. When I do have time I’’ let them choose a book but usually I try to choose “just right” books. As I listen to most of them read the class textbook, they all sound good reading but I’ve found that some of the student who chose their own textbooks had difficulty reading.
I’ve learned that having an ample supply of books is a must. I’ve learned that when matching students with books I must take into account font size, spacing, background, how close illustrations support meaning, number of words and line per page, word difficulty, repetition of language patterns and much more. Usually during the last 10 or 15 minutes of class I get to read to the students and I’ve found that the students get excited to see the illustrations. Sometimes I like to ask the students if they want me to read any of their books because they’re more enthusiastic about listening to me read something they like. I know that I must focus on the students’ needs.
C/12- Independent Reading: A Time for Practice
In chapter 12 it discusses independent reading time. I came across the point that the goals we set for our students as readers must be realistic. Now, I haven’t really seen independent reading done for a long period of time in my field experience classrooms but I thought it was interesting to read that in a kindergarten classrooms independent reading can be done in two 25 minutes sessions. Most kindergarten children get fussy and want someone to read to them but I guess that’s the reason for teachers to choose “just right” books for his or her students. I also liked the reading log in figure 12-2. It reminds me a lot of my fourth grade teacher’s GLO log for the week. The students get to rate themselves and write why they rated themselves that way or what they need to work on. Overall, if you want a child to become a better reader then reading time must be given to him or her to improve his or her reading skills. Practice makes perfect.
C/13- A Time for Response
When I was a child I hated oral responses to books because I didn’t like to talk and most of time I wasn’t listening to the reading. So when the chapter says that it’s not unusual for students to answer with simple sentences like “It was funny” reminded me of when I was in elementary. However, I’m not saying that all children will come up with a simple answer so that the teacher will stop asking him or her questions about the book. But the chapter discusses that a simple question from the book can hold a discussion and open a wide range of topics to talks about, which will enable students to respond orally and interact. In addition to improving oral responses, written responses can be done too. I liked the response sheet in figure 13-2 because it looks simple and like something kids would enjoy. They could write about their favorite part and even draw a picture about what they wrote. I think that’s a great tool to use especially with young children. The comparison sheets in figure 13-4D reminds me of a venn-diagram but more structured so that students can practice using complete sentences that blend into one another.
In conclusion, giving a child many opportunities with reading, writing, discussing, thinking, and more will enable him or her to do well in his or her oral and written skills.
I really enjoyed reading “On Solid Ground” and I like that in the back of the book in the appendixes there’s the response sheet I saw in chapter 13 as well as other sheets throughout the book. I know that I will keep this book on hand when I become a teacher. I know that I will definitely fill out the goal setting worksheet for myself so that I can help every student in my class succeed.
C/11- Matching Children with Books for Independent Reading
This chapter goes over the importance of selecting books that support a child’s development. When I do my running records I try to choose “just right” books that is meant for my fourth graders. Since it’s hard to find class time to do running records I usually ask some of the student if I can read with them at recess and all of them usually agree to read with me. Therefore, I try to use my reading time with them well and choose one of their class textbooks that is interesting and at most of the students reading level. I would want them to choose their own books but it takes some time to have them go look and pick one out. When I do have time I’’ let them choose a book but usually I try to choose “just right” books. As I listen to most of them read the class textbook, they all sound good reading but I’ve found that some of the student who chose their own textbooks had difficulty reading.
I’ve learned that having an ample supply of books is a must. I’ve learned that when matching students with books I must take into account font size, spacing, background, how close illustrations support meaning, number of words and line per page, word difficulty, repetition of language patterns and much more. Usually during the last 10 or 15 minutes of class I get to read to the students and I’ve found that the students get excited to see the illustrations. Sometimes I like to ask the students if they want me to read any of their books because they’re more enthusiastic about listening to me read something they like. I know that I must focus on the students’ needs.
C/12- Independent Reading: A Time for Practice
In chapter 12 it discusses independent reading time. I came across the point that the goals we set for our students as readers must be realistic. Now, I haven’t really seen independent reading done for a long period of time in my field experience classrooms but I thought it was interesting to read that in a kindergarten classrooms independent reading can be done in two 25 minutes sessions. Most kindergarten children get fussy and want someone to read to them but I guess that’s the reason for teachers to choose “just right” books for his or her students. I also liked the reading log in figure 12-2. It reminds me a lot of my fourth grade teacher’s GLO log for the week. The students get to rate themselves and write why they rated themselves that way or what they need to work on. Overall, if you want a child to become a better reader then reading time must be given to him or her to improve his or her reading skills. Practice makes perfect.
C/13- A Time for Response
When I was a child I hated oral responses to books because I didn’t like to talk and most of time I wasn’t listening to the reading. So when the chapter says that it’s not unusual for students to answer with simple sentences like “It was funny” reminded me of when I was in elementary. However, I’m not saying that all children will come up with a simple answer so that the teacher will stop asking him or her questions about the book. But the chapter discusses that a simple question from the book can hold a discussion and open a wide range of topics to talks about, which will enable students to respond orally and interact. In addition to improving oral responses, written responses can be done too. I liked the response sheet in figure 13-2 because it looks simple and like something kids would enjoy. They could write about their favorite part and even draw a picture about what they wrote. I think that’s a great tool to use especially with young children. The comparison sheets in figure 13-4D reminds me of a venn-diagram but more structured so that students can practice using complete sentences that blend into one another.
In conclusion, giving a child many opportunities with reading, writing, discussing, thinking, and more will enable him or her to do well in his or her oral and written skills.
I really enjoyed reading “On Solid Ground” and I like that in the back of the book in the appendixes there’s the response sheet I saw in chapter 13 as well as other sheets throughout the book. I know that I will keep this book on hand when I become a teacher. I know that I will definitely fill out the goal setting worksheet for myself so that I can help every student in my class succeed.
posted by Kendrah | 11:06 AM
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