jaimie k's reflection to Taberski ch. 11 - 13 & appendices/works cited...

Chapter 11

I agree with Taberski that it’s important to match children with books at their reading level. How else will they improve their reading if they’re always reading books that are too easy or too hard? If they read easy books, their reading won’t progress; it’ll just stay at the same level. If they read boos that are too hard, they might struggle too much and just give up because of frustration.

I guess that’s why running records are important; especially in the beginning of the school year. That way you know at what level that child is reading; also the types of strategies they already know and use. There are a lot of benefits to having the kids read “just-right” books as Taberski mentions. Not only is it easier for them to improve their reading, but they tend to read more often, and they learn basic skills for reading.

Chapter 12

It seems that as teachers, we have a lot we have to consider. Our main concerns are, of course, our students. For each student, we have to make sure that they learn everything to the best of their abilities. But in order to do that, we need to know everything about each of our students. We have to know their reading level, skills they possess, Strategies the know how to use, etc.

Independent reading is a time for students to practice their reading. But even for a small task like this one, the teachers have to consider certain things for each of the students. For example, are the students reading books at their level? Are you providing enough experiences? Are you giving them enough time to read, or is it too long? For every assignment, for every reading the teacher wants her students to do, she has to make sure that each student is working at the perfect rate.

Chapter 13

When I was reading this chapter, it reminded me of some of the written response my students have to do in class. Right now in second grade they are working writing about personal connections to a story. Whether it be their favorite part or character from the book, the author’s message, or even a book recommendation. After the teacher or I do a shared reading or a read aloud, my students have to write a response. My teacher chooses which topic they will write about. She usually chooses a book that she knows which topic they could write about. They have to make sure they include reasons why, and also supporting details from the story.

I did do a modeled writing with my kids. I read them a story, and then I modeled how to write a book recommendation in front of them on a transparency. After that, the kids had to each write a book recommendation about the same book on their own. Each of their writings were very similar to my modeled one. But that’s okay. At least this time they included details and reasons why. It’s similar to what Taberski mentions about Modeling Writing After Text You’ve Read. The students modeled their writing after mine. Like Taberski states, it’s unlikely that the students would have wrote those responses without it being modeled first, but now they have an easier time writing them on their own.

Appendices & Works Cited

These worksheets and lists of sources that Taberski used to write this book will definitely come in handy. Everything that she metioned in her book is here in the Appendices. Now I have some examples of things I can use for my guided readings, for spelling, for response; Taberski even included a great list of books I can use for fluency. Being a future teacher, I need these kinds of things to help me get started. At least now, I have some formats of what I can use and I can look back in her book so I know how to use them.