I really thought that this book was wonderful. From the layout of it to the information it contained, I found it to be so helpful. I could relate to the stories Beers told and they made the reading more interesting. I had carried this book around with me throughout the semester incase I had time to read during the schoolday. Many teachers asked me what I was reading and I suggested it to all of them. A set of 5th grade teachers at an elementary school I work at even borrowed the book for a week to get ideas from.
The information obtained in class was also very useful. Everything we learned and all the ideas we gained were awesome. Although I may not have always had a passion for reading or an understanding for students who couldn't. This class has helped me understand students on both ends of the spectrum. I have recently became aware of how many students have difficulty reading. Pursuing Special Education, it is important to be able to find ways to assist these students. The information gained can be used both in classrooms with other teachers or in one on one or small group situations.
Wednesday, December 15, 2010
Chapter 14: Finding the Right Book
Like Beers, I have often assumed that if I love a book, then everyone else will. It's better to choose something students can relate to, even if we don't. She posed a good question to ask students: "If you absolutely had to read a book, what would it need to be like for you to read it?" Once we find out what they are looking for we will be able to find something they are interested in. Students may judge books by their covers even more than adults do. There were good suggestions on selling books to students.
#2: The read a tease... This happened several times in our class. Hearing bits and pieces of texts draws me to want to read more. I really liked the booktales idea too.
#3: Create book jacket bulletin boards... This is a neat idea, I like students being able to make a guess on what a book is about and then discussing it. This might allow them to find out they are actually interested when they thought they might not be.
#6: Know your students' interests... Knowing your students is so important for several reasons. Understanding their interests can help you point them in the right direction when choosing a book. I really liked the idea of putting their interests on an index card and connecting it with their picture. This not only shows them you are interested but they might find that they share some of the same interests with a classmate and they could connect over a book.
#2: The read a tease... This happened several times in our class. Hearing bits and pieces of texts draws me to want to read more. I really liked the booktales idea too.
#3: Create book jacket bulletin boards... This is a neat idea, I like students being able to make a guess on what a book is about and then discussing it. This might allow them to find out they are actually interested when they thought they might not be.
#6: Know your students' interests... Knowing your students is so important for several reasons. Understanding their interests can help you point them in the right direction when choosing a book. I really liked the idea of putting their interests on an index card and connecting it with their picture. This not only shows them you are interested but they might find that they share some of the same interests with a classmate and they could connect over a book.
Chapter 13: Creating the Confidence to Respond
I love the note Beers made on being in a first grade classroom. That's so true. I am usually bothered when they raise their hand and then don't "remember" or forget their answers because half the time they never had on in the first place. Instead of being annoyed by it, I should be happy for their eagerness.
The older the students get, that confidence and excitement beings to decrease. This lack of confidence disengages them from reading and other school work.
There are many suggestions offered in this chapter when it came to reading. I find the suggestions on creating an open classroom most important. When I am subbing in a high school classroom and take attendance, it amazes me how many students say "who is that" when I name someone who is absent. How do they not know the names of someone who has been sitting next to them for weeks?
Doing icebreakers the first week of school and even throughout the year is helpful for students to get to know each other and see that there may not be too many differences between them. Bullying has become such an issue, so elimination negative comments would create a better atmosphere. I loved the bell idea shown in step inside a classroom. By creating a relaxed, open room where students know each other and feel alike they may develop more confidence. This confidence will help them be more willing to try and may even become excited.
The older the students get, that confidence and excitement beings to decrease. This lack of confidence disengages them from reading and other school work.
There are many suggestions offered in this chapter when it came to reading. I find the suggestions on creating an open classroom most important. When I am subbing in a high school classroom and take attendance, it amazes me how many students say "who is that" when I name someone who is absent. How do they not know the names of someone who has been sitting next to them for weeks?
Doing icebreakers the first week of school and even throughout the year is helpful for students to get to know each other and see that there may not be too many differences between them. Bullying has become such an issue, so elimination negative comments would create a better atmosphere. I loved the bell idea shown in step inside a classroom. By creating a relaxed, open room where students know each other and feel alike they may develop more confidence. This confidence will help them be more willing to try and may even become excited.
Chapter 10: Fluency and Automaticity
"Automaticity is that ability to do something quickly without a lot of conscious thought about the task". Automaticity leads to fluency, which is the ability to read smoothly and easily at a good pace. If readers are not reading fluently or automatically they are reading slowly, pausing between words, mistakes, and ignoring punctuation.
This all can lead to student being unable to form a meaning for what they are reading. Also, if a student has a lower reading rate, several pages of homework can take them hours. If a student can read faster and more fluently they may have a more positive outlook on reading.
On page 212, it is mentioned that fluency problems may be a result of tracking issues or being distracted. I guess i never really thought of many students having an issue with tracking and that causing lack of fluency.
The suggestion that caught me the most was "Prompt, Don't Correct". I very often hear students correcting each other. I even do it. In one class I am in weekly, students want to be "helpers" to struggling students which means they give words that they cannot pronounce. I never liked that idea. Prompting students gives them a chance to decode words on their own which will help them in the future.
This all can lead to student being unable to form a meaning for what they are reading. Also, if a student has a lower reading rate, several pages of homework can take them hours. If a student can read faster and more fluently they may have a more positive outlook on reading.
On page 212, it is mentioned that fluency problems may be a result of tracking issues or being distracted. I guess i never really thought of many students having an issue with tracking and that causing lack of fluency.
The suggestion that caught me the most was "Prompt, Don't Correct". I very often hear students correcting each other. I even do it. In one class I am in weekly, students want to be "helpers" to struggling students which means they give words that they cannot pronounce. I never liked that idea. Prompting students gives them a chance to decode words on their own which will help them in the future.
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