For me this chapter was very important because many students lack comprehension. I believe that it depends on how the teacher teaches the lesson for the students to understand or not. Teachers can’t just assume that all the students will get the lesson. He/she have to realize that different students learn with different strategies and if he/she needs to go a little bit beyond for the student to comprehend they have to.
There are many effective ways of teaching , and it does take time. The textbook stated “ It takes time to show kids how, but it is time well spent.” Teachers need to be patient and creative to get the students full understanding. For me the gradual release of responsibility is extremely important. If the instructor starts out by modeling and slowing allow the students to become more independent by the end of this process they will understand the concept and will be able to work at a higher level by themselves.
Friday, December 16, 2011
Textbooks and trade books
I used to always think that teachers had to follow exactly the lessons on the textbooks. I used to think that the students had to learn exactly the information on the textbooks. However as I got older I realized that using different texts increases the quality of the lesson. I see textbooks as boring books with a plenty of information that I may not even need. Textbooks sometimes also make it hard for the students to understand the lesson and it is even harder for them to make connections.
Trade books are of great importance in a class. Students need to have available to them, to help them understand the lesson and for them to also familiarize themselves with different types of texts. As a teacher I want to be able to provide to my students these sources. That is why I am already starting to build my class library. I collect all different types of books and different types of texts to use in my classroom.
Trade books are of great importance in a class. Students need to have available to them, to help them understand the lesson and for them to also familiarize themselves with different types of texts. As a teacher I want to be able to provide to my students these sources. That is why I am already starting to build my class library. I collect all different types of books and different types of texts to use in my classroom.
Learning About Manson: A collaborative lesson with a struggling reader
I thought this article was very interesting. I had never heard of the strategy that they used to help a student that has a hard time reading. Mason’s teacher worked collaboratively with other teachers in the school to help him with his reading struggles. Instead of only his teacher working with him, they created a team. All of the teachers worked with him and after observing and working with Manson they would discuss and come up with a way to help him. I thought it was interesting because she was able to get different perspective and different ideas. I just found the whole idea a little confusing because they all observe him on the same day. I would rather have each teacher work with the student on different days and then meet up to come up with a strategy.
Chapter 8
I really enjoyed chapter 8 because I think that many students when reading don’t fully understand the text being read. Students have to learn that while reading thy have to be processing their brain. It is essential for the students to learn how to question, predict, and make assumptions while they are reading. The book states that “questions are the master key to understanding.” When finding the answers to these questions, the students will have a different and more evolved comprehension of what was just read.
Students have to be taught to think before the reading, for example making predictions. During the reading, stop and think about what was read and continue to make predictions of what will come next. After reading check if they still have questions and if so look back and try to find the answers. With this they will have a full understanding of the text.
Students have to be taught to think before the reading, for example making predictions. During the reading, stop and think about what was read and continue to make predictions of what will come next. After reading check if they still have questions and if so look back and try to find the answers. With this they will have a full understanding of the text.
Reading and writing connection
Teaching reading and writing is not an easy process, but like I said it is a process and it does take time. I think that reading and writing go hand in hand. It is impossible to teach one without the other. Students who read more become more familiarized with good vocabulary and good writing and so tend to write better. As an adolescent I used to barely read books and that had a negative effect on my writing. I always had a hard time writing and making my writing a good writing.
Teachers have to find a way to motivate the students. Maybe instead of asking them to read a certain book, allow them to choose a book of their interest, because that will motivate into reading it. Also if the students are not a fan of books they can read a magazine or other types of texts. Another option would be to allow the students to choose the topic in which they will write about. Sometimes when a topic is provided the student might not connect to the topic and end up not writing well about it.
Teachers have to find a way to motivate the students. Maybe instead of asking them to read a certain book, allow them to choose a book of their interest, because that will motivate into reading it. Also if the students are not a fan of books they can read a magazine or other types of texts. Another option would be to allow the students to choose the topic in which they will write about. Sometimes when a topic is provided the student might not connect to the topic and end up not writing well about it.
Reading Post #6
After doing the Jigsaw activity in class, I wanted to read the whole article, Learning About Mason:A Collaborative Lesson With a Struggling Reader by Catherine Compton-Lilly. I have never heard about a collaborative lesson, and it seems to be a positive approach to help struggling readers. I think that it is important to build good relationships with other teachers in your school to form a network. Within this network, you can go to someone for advice and ask questions. I feel that this is very beneficial because you have teachers on all different expertise levels with different types of training. With having these various perspectives, you can have many options for teaching strategies. This information is essential for us as new teachers.
In the article Mason was the student that was struggling with reading. His teacher saw that he had a lot of dependence on prompt words to solve a sentence and he had an inability to remember words in writing. His teacher decided to have a collaborative lesson with four other teachers. After the process of observing and collaborating, they came to a teaching strategy that would work for Mason.
I really like this collaborative lesson idea, but it left me questioning certain aspects of the process. When there are multiple teachers observing the classroom and going in and out, wouldn't this be stressful for the students? What if the one targeted student found out it was them that was being observed, how would that make them feel? Lastly, how can the school allow four teachers to miss their class and sit in on another class? Overall, I feel like this strategy is very beneficial, but there is alot involved with it. I also wonder how often this strategy is used due to the complex nature of it.
In the article Mason was the student that was struggling with reading. His teacher saw that he had a lot of dependence on prompt words to solve a sentence and he had an inability to remember words in writing. His teacher decided to have a collaborative lesson with four other teachers. After the process of observing and collaborating, they came to a teaching strategy that would work for Mason.
I really like this collaborative lesson idea, but it left me questioning certain aspects of the process. When there are multiple teachers observing the classroom and going in and out, wouldn't this be stressful for the students? What if the one targeted student found out it was them that was being observed, how would that make them feel? Lastly, how can the school allow four teachers to miss their class and sit in on another class? Overall, I feel like this strategy is very beneficial, but there is alot involved with it. I also wonder how often this strategy is used due to the complex nature of it.
Thursday, December 15, 2011
"Reading to learn article"
Students usually prefer to read story books, which are fiction books. We would most likely see a child with a storybook rather than a magazine, newspaper, or other form of non-fiction text. This article is about how when we read to learn we usually think of non-fiction texts. I believe that students usually prefer fiction books because of the way that they are written. Story books are usually written in a way that catches the student’s attention. Most often the students choose only based on the cover, so just by providing an interesting illustration it will catch the student’s attention.
Story books are also easier for students to make connections. Things that happen in these books are typically things that happen to most children. This will make the students find it more interesting. I also think that students aren’t as familiar to the way non-fiction is presented. Many non-fiction texts aren’t interesting when you first look at it. A newspaper for instance would not have an interesting enough picture to catch a child’s attention.
An advice I would make would be for teachers to make non-fiction texts available to their students. Include in their library non-fiction materials for the students to familiarize themselves with it. Also to choose wisely because there are non-fiction books that have interesting illustrations and that can be motivating, instead of a page that just has an extreme amount of facts.
Story books are also easier for students to make connections. Things that happen in these books are typically things that happen to most children. This will make the students find it more interesting. I also think that students aren’t as familiar to the way non-fiction is presented. Many non-fiction texts aren’t interesting when you first look at it. A newspaper for instance would not have an interesting enough picture to catch a child’s attention.
An advice I would make would be for teachers to make non-fiction texts available to their students. Include in their library non-fiction materials for the students to familiarize themselves with it. Also to choose wisely because there are non-fiction books that have interesting illustrations and that can be motivating, instead of a page that just has an extreme amount of facts.
Subscribe to:
Posts (Atom)