Just the other day I subbed for a 9th grade English class. The plans left for me included having the students make vocabulary "note cards" where the students were to look up the words in their book. One girl said to her friend, "I have no idea why we do these. I never look at them anyway." It was almost torture watching the students make these cards that they would probably never use. Just as the "Vocabulary Casserole" recipe stated, this will serve no one. The "Vocabulary Treat" recipe showed just how easy it would be to put a helpful spin on vocab.
As a substitute, I'm not sure how well the regular teacher would appreciate me changing their plans for that day to benefit their students. As an intervention specialist, I can see all of the suggestions being beneficial. Either with working one on one with a student or within a classroom. There are so many ideas offered in our text that could be used. I would love to highlight this chapter and put it in the mailboxes of several teachers.
I tell students all the time to use context clues to find the meaning of a word... Well, how can they do that if they have no idea what I'm talking about? I like how in these section it explains how to teach students to use context clues.
Teaching word parts with a vocab tree is so neat. Building trees to keep in their binders or even class trees would give students something to look forward to when it comes to vocabulary.
Also, something as simple as graphic organizers and logographic cues could be so helpful. Students are learning words in words in ways that are easy to remember and easy to look up if they forget.
Wednesday, October 13, 2010
Chapter 8: Extending Meaning...
"Just because a book is done, doesn't mean the thinking is done". It was mentioned that we should view comprehension as a process. Once a book is finished, the reader is not finished. More often than not we see questions at the end of a chapter being used as after reading activities. If students did not comprehend what they read then it would be difficult for them to answer questions.
Scales: I like the idea of scales because they can open up the thinking process for students. When they are making generalizations rather than giving a precise answer can engage more conversation. I really liked the idea of afterwards turning the scales into a debate. Having used a debate as part of a lesson before, I know that it can allow for great discussion and interest on the topic. Students who don't normally get involved chime in to give their point of view.
Text Reformulation: I thought this was so cool! The picture described in "step inside a classroom" to me was a good one. I am not the most creative person so I find text reformulations very interesting. Students are engaging with each other and their text. They have to think critically about what they've read and they have to look for everything we would like them to find/notice without directly being told to do so.
I wish that more teachers would view comprehension as a process and not a product. There are so many ideas that teachers can use that would be more beneficial than questions. School systems are so concerned with testing, there needs to be more emphasis on how to understand the text and the steps to finding answers rather than the strict pressure that is put on the students.
Scales: I like the idea of scales because they can open up the thinking process for students. When they are making generalizations rather than giving a precise answer can engage more conversation. I really liked the idea of afterwards turning the scales into a debate. Having used a debate as part of a lesson before, I know that it can allow for great discussion and interest on the topic. Students who don't normally get involved chime in to give their point of view.
Text Reformulation: I thought this was so cool! The picture described in "step inside a classroom" to me was a good one. I am not the most creative person so I find text reformulations very interesting. Students are engaging with each other and their text. They have to think critically about what they've read and they have to look for everything we would like them to find/notice without directly being told to do so.
I wish that more teachers would view comprehension as a process and not a product. There are so many ideas that teachers can use that would be more beneficial than questions. School systems are so concerned with testing, there needs to be more emphasis on how to understand the text and the steps to finding answers rather than the strict pressure that is put on the students.
Tuesday, October 12, 2010
Chapter 7: Constructing Meaning...
When reading I used to think that is all I was doing. I just read. Now, as I read, I catch myself re-reading, thinking about the text or doing anything else to help me comprehend I notice all the things I do that make me an independent reader.
I can see the strategies in this chapter being helpful to me as a special educator both when team teaching and when students are in a separate room for extra help. Double entry journals could work when re-reading a text with them. Writing their own thoughts can allow students to be more involved in what they are reading. Logographs could allow for a change of pace and the symbols can help keep track of what is happening. I especially like the bookmark idea used in a variety of ways. They will always remain in the book so they are hard to lose and they will be handy when students need them.
I think my favorite strategy for this chapter would have to be "Say Something". Peer tutoring is known to be helpful to students so I believe that this also could have the same effect. While students are interacting with each other and hearing what the other has to say then in return they are interacting with the text. Students may also be surprised with themselves as to how much they have to talk about with classmates.
I can see the strategies in this chapter being helpful to me as a special educator both when team teaching and when students are in a separate room for extra help. Double entry journals could work when re-reading a text with them. Writing their own thoughts can allow students to be more involved in what they are reading. Logographs could allow for a change of pace and the symbols can help keep track of what is happening. I especially like the bookmark idea used in a variety of ways. They will always remain in the book so they are hard to lose and they will be handy when students need them.
I think my favorite strategy for this chapter would have to be "Say Something". Peer tutoring is known to be helpful to students so I believe that this also could have the same effect. While students are interacting with each other and hearing what the other has to say then in return they are interacting with the text. Students may also be surprised with themselves as to how much they have to talk about with classmates.
Monday, October 11, 2010
Chapter 5: Making an Inference
We are constantly making inferences, both in everyday life and when reading. As dependent readers we do it with out a "thought". Really, thinking is exactly what we are doing. When written out,m like on figure 5.2 the amount of inferences skilled readers make seems like a lot. also seems like a lot for dependent readers to learn. When they showed the difference between the two classes, I was very interested. The dialogue was so different. For the struggling readers it was almost non-existent. Making inferences is important for readers to do. I liked the ideas that were offered especially the cartoons and the signs. Anything that could be different or interesting to students could be helpful to them.
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