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On Solid Ground Blog Responses
Hey everyone. I’m sorry I’ve slacked so much on the reading this semester. As you all know, it’s been a little crazy for me. Here are my responses for the rest of the chapters I fell behind on. Have a great summer!
Sincerely,
Megan
Chapter 4
This chapter was very informative and helpful because it further explained reading conferences and how to best carry them out. She suggests that for the first month of the school year to hold conferences everyday in order to find out where each child is and then carry them on three day a week for the rest of the year. Then she talked about the importance of organization and some suggestions, like rotations, for having more control over the conferences. I enjoyed reading about this information because now I feel that what Greg has taught us and this chapter have fully prepared me to learn more about my students and help them become better readers.
Chapter 5
I found this chapter very helpful considering we are performing reading records with our kids this semester. I have to admit that I was pretty overwhelmed when I was reading it because there are so many little details to consider. All the notations kind of intimidate me. I thought I would have trouble with carrying out these records with my fifth graders because of all the notations, but most of them had no problems reading their books. The only notations I really ever used were Tell, and Miscue, and Self Correct. I don’t know if I was missing something or if they are all just exceptional readers. I was able to tell whether they were in an easy, just right, or hard book though.
Chapter 6
I agree that retelling is an excellent assessment tool for a child’s comprehension of a text. It was a little hard for me to experience this fully this semester because for each reading record, each child only read a page. I think if they had to read a chapter for homework or a short story as a class, retelling would be very informative. I wish the book shared some more creative ways to engage kids in retelling rather than just simply conferences and writing. I wonder if there is a resource that could help with that.
Chapter 7
I remember when I was in elementary school that one of my favorite parts of the day was story time. Unfortunately, this stopped in about fourth grade. After that, reading to me just seemed like work. I don’t want my future students to feel like that about reading. That is why I think read alouds and shared readings are so important. It is important for us as teachers to be good examples to our students, whether it be reading or any other subject. Reading should be fun. When I did a reader’s theater with my fifth graders this semester, they absolutely loved it. Not only was it a fun way to explore a text, but it was also a way for them to connect with and relate to the text.
Chapter 8
Last semester, when I was in my Kindergarten classroom, I did many of these guided readings with a small group of students. They weren’t nearly as complicated as Sharon’s were though. I can’t get over how organized she is. I now see how much must go into helping students become the best readers they can be. I think that it is very important that all of the children in the group are involved in the guided reading session.
Chapter 9
While reading this chapter, I found myself wishing that I was back in my Kindergarten class. I could have helped my students so much more with the strategies explained in this text. I think breaking words up and giving them meaning are crucial to a child’s understanding. Words should be related to familiar texts so the children can make meaningful connections to certain words. I think the video we watched in class was also beneficial.
Chapter 10
I don’t remember ever having any one on one reading time with any of my teachers in elementary school. I think this would be very beneficial to my future students. Encouraging comment, honest feedback and practice are all great strategies to make children love reading. By working with a child one on one, the teacher is able to help the child develop their reading cues and comprehension strategies. At first when I saw the title of this chapter, I though that a child might feel uncomfortable having a one on one reading session with the teacher, but the more I thought about it, the more I realized that all of the students are involved, the others shouldn’t feel that they are being “sorted out”.
Chapter 11
I must say that through working with my fifth graders this semester and reading this chapter, I am very excited to create my own classroom library and encourage my students to explore the wide world of reading. This is a little strange for me because I don’t consider myself as a reader. However, I am looking forward to making my future classroom into a print rich environment filled with many different genres of books. I also learned that organization of these books is very important to my student’s ability to find a just right book.
Chapter 12
I don’t really remember independent reading while I was in school. It was all outside work that I had to do. That is another reason why I think I never really liked to read. It was always work for me. I think this independent reading time in school would be very beneficial to my students. They could read what they enjoy while practicing their responsive and comprehension skills at the same time. That way, they would be able to read for fun at home if they wanted without the added pressure of finishing a book for a test at school.
Chapter 13
As stated before referring to an earlier chapter, I believe that responses to text is a very important part of understanding a text. By responding to a text, both orally and in writing, a child is able to express their understanding of what they have read. It is an excellent assessment tool. It is also important for the teacher to model these responses. By keeping a record of these responses, like a journal, the teacher is able to see a child’s progress and any particular problems they are having.
Hey everyone. I’m sorry I’ve slacked so much on the reading this semester. As you all know, it’s been a little crazy for me. Here are my responses for the rest of the chapters I fell behind on. Have a great summer!
Sincerely,
Megan
Chapter 4
This chapter was very informative and helpful because it further explained reading conferences and how to best carry them out. She suggests that for the first month of the school year to hold conferences everyday in order to find out where each child is and then carry them on three day a week for the rest of the year. Then she talked about the importance of organization and some suggestions, like rotations, for having more control over the conferences. I enjoyed reading about this information because now I feel that what Greg has taught us and this chapter have fully prepared me to learn more about my students and help them become better readers.
Chapter 5
I found this chapter very helpful considering we are performing reading records with our kids this semester. I have to admit that I was pretty overwhelmed when I was reading it because there are so many little details to consider. All the notations kind of intimidate me. I thought I would have trouble with carrying out these records with my fifth graders because of all the notations, but most of them had no problems reading their books. The only notations I really ever used were Tell, and Miscue, and Self Correct. I don’t know if I was missing something or if they are all just exceptional readers. I was able to tell whether they were in an easy, just right, or hard book though.
Chapter 6
I agree that retelling is an excellent assessment tool for a child’s comprehension of a text. It was a little hard for me to experience this fully this semester because for each reading record, each child only read a page. I think if they had to read a chapter for homework or a short story as a class, retelling would be very informative. I wish the book shared some more creative ways to engage kids in retelling rather than just simply conferences and writing. I wonder if there is a resource that could help with that.
Chapter 7
I remember when I was in elementary school that one of my favorite parts of the day was story time. Unfortunately, this stopped in about fourth grade. After that, reading to me just seemed like work. I don’t want my future students to feel like that about reading. That is why I think read alouds and shared readings are so important. It is important for us as teachers to be good examples to our students, whether it be reading or any other subject. Reading should be fun. When I did a reader’s theater with my fifth graders this semester, they absolutely loved it. Not only was it a fun way to explore a text, but it was also a way for them to connect with and relate to the text.
Chapter 8
Last semester, when I was in my Kindergarten classroom, I did many of these guided readings with a small group of students. They weren’t nearly as complicated as Sharon’s were though. I can’t get over how organized she is. I now see how much must go into helping students become the best readers they can be. I think that it is very important that all of the children in the group are involved in the guided reading session.
Chapter 9
While reading this chapter, I found myself wishing that I was back in my Kindergarten class. I could have helped my students so much more with the strategies explained in this text. I think breaking words up and giving them meaning are crucial to a child’s understanding. Words should be related to familiar texts so the children can make meaningful connections to certain words. I think the video we watched in class was also beneficial.
Chapter 10
I don’t remember ever having any one on one reading time with any of my teachers in elementary school. I think this would be very beneficial to my future students. Encouraging comment, honest feedback and practice are all great strategies to make children love reading. By working with a child one on one, the teacher is able to help the child develop their reading cues and comprehension strategies. At first when I saw the title of this chapter, I though that a child might feel uncomfortable having a one on one reading session with the teacher, but the more I thought about it, the more I realized that all of the students are involved, the others shouldn’t feel that they are being “sorted out”.
Chapter 11
I must say that through working with my fifth graders this semester and reading this chapter, I am very excited to create my own classroom library and encourage my students to explore the wide world of reading. This is a little strange for me because I don’t consider myself as a reader. However, I am looking forward to making my future classroom into a print rich environment filled with many different genres of books. I also learned that organization of these books is very important to my student’s ability to find a just right book.
Chapter 12
I don’t really remember independent reading while I was in school. It was all outside work that I had to do. That is another reason why I think I never really liked to read. It was always work for me. I think this independent reading time in school would be very beneficial to my students. They could read what they enjoy while practicing their responsive and comprehension skills at the same time. That way, they would be able to read for fun at home if they wanted without the added pressure of finishing a book for a test at school.
Chapter 13
As stated before referring to an earlier chapter, I believe that responses to text is a very important part of understanding a text. By responding to a text, both orally and in writing, a child is able to express their understanding of what they have read. It is an excellent assessment tool. It is also important for the teacher to model these responses. By keeping a record of these responses, like a journal, the teacher is able to see a child’s progress and any particular problems they are having.
posted by Megan | 6:17 PM
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