Chapter 10 part 3
Read aloud is a process in which the teacher reads to the students, this is students of all levels of reading ability and grade (prek-12 and be on). Reading out loud to your students takes a different meaning to the student, they enjoy having the teacher read to them and normally pay more attention to the content. Reading out loud to students should be a fun experience for all.
Shared reading is different than read alouds. Shared reading is students and teacher share the reading. The teacher tries to guide the students to become independent readers. Reading should be done in a comfortable setting, allow all students to participate, and focus on reading strategies.
Chapter 11
Guided reading is a small group of students with similar abilities. Reading strategies should be taught in these groups. Comprehension of what is read in the goal. Using literature on tape, art, music word games is all part of guided reading. Guiding reading is practice for the brain to achieve the goal of comprehension.
Chapter 12
Independent reading in a classroom has several critical elements, organizing a classroom library, help students select a book, help students keep track of what they have read, time for reading, book sharing, respond to books, one-on-one time, and reading strategies. Peer evaluation is a good tool for students to learn from one another. We all want children to be independent readers.
Chapter 13
Literature circles should be heterogeneous, student led, used with high quality literature. Students should be given the time to act out their books, answer questions from each other. literacy circles are consistent with effective practices in literacy.
Chapter 14
Comprehension is a process in which you understand the written word. Comprehension writing in where emphasizes in placed on the process and approach of writing. Students need to be good readers but they also need to learn the art of being goo writers.
Saturday, December 12, 2009
Chapter 5, start part 2
Poetry, your favorite!!! Teachers should encourage their students to listen to the rhythm and images of poetry. We should help them to see that there is poetry in lots of things not just, a book of poems. We should encourage free writing as part of the learning process.
Chapter 6
Traditional literature should be used in the classroom but should be taught in a way in which your students have a chance to engage in meaningful and exciting literacy goals.
Chapter 7
Picture books need to be examined for the words and the artwork. Picture books can be used to teach better writing skills and to set their imagination of fire by allowing students to free write about the artwork and words. To make up their own endings and let their imagination run wild.
Chapter 8
Fiction comes in many varieties. So, many that the try to classify as many kinds as they can but some could be in more that one classification making it difficult to only like one type of fiction. This is a genre you should be able to find books that every child finds a niche that they will enjoy.
Chapter 9
Non-Fiction discusses societal needs, cultural aesthetics, life lessons and historical narratives. Non-fiction books have evolved over the years to include a younger audience and more accurate information. Using KWL charts is a great way to see if your students have been exposed to the topic. The use of feature books helps students become aware of non-fiction and helps bring it to life.
Poetry, your favorite!!! Teachers should encourage their students to listen to the rhythm and images of poetry. We should help them to see that there is poetry in lots of things not just, a book of poems. We should encourage free writing as part of the learning process.
Chapter 6
Traditional literature should be used in the classroom but should be taught in a way in which your students have a chance to engage in meaningful and exciting literacy goals.
Chapter 7
Picture books need to be examined for the words and the artwork. Picture books can be used to teach better writing skills and to set their imagination of fire by allowing students to free write about the artwork and words. To make up their own endings and let their imagination run wild.
Chapter 8
Fiction comes in many varieties. So, many that the try to classify as many kinds as they can but some could be in more that one classification making it difficult to only like one type of fiction. This is a genre you should be able to find books that every child finds a niche that they will enjoy.
Chapter 9
Non-Fiction discusses societal needs, cultural aesthetics, life lessons and historical narratives. Non-fiction books have evolved over the years to include a younger audience and more accurate information. Using KWL charts is a great way to see if your students have been exposed to the topic. The use of feature books helps students become aware of non-fiction and helps bring it to life.
Chapter 1
Teacher should challenge themselves with the thought every child can learn and really wants to learn. Teachers should provide a variety of books that are of different cultures, and different genres. Teachers should also try to instill into every child the desire to want to read.
Chapter 2
Teachers and students come from a variety of backgrounds and learning aptitudes. We must as educators teach them to the best of our ability and educate ourselves on many different cultures so, that we will be able to retrieve the student’s background knowledge and apply it to today’s learning.
Chapter 3
Reading comprehension is the understanding of the written and spoken word. We need to comprehend in order to retain knowledge. We must activate student prior knowledge, guide our students and reinforce concepts to ensure learning takes place. Vocabulary is an essential part of comprehension.
Chapter 4
Reader response is crucial to the scope of becoming a good reader. Books that touch us make memorable connections and help with the reading process. You should vary opportunities for respond by using art, music, drama, and technology.
Teacher should challenge themselves with the thought every child can learn and really wants to learn. Teachers should provide a variety of books that are of different cultures, and different genres. Teachers should also try to instill into every child the desire to want to read.
Chapter 2
Teachers and students come from a variety of backgrounds and learning aptitudes. We must as educators teach them to the best of our ability and educate ourselves on many different cultures so, that we will be able to retrieve the student’s background knowledge and apply it to today’s learning.
Chapter 3
Reading comprehension is the understanding of the written and spoken word. We need to comprehend in order to retain knowledge. We must activate student prior knowledge, guide our students and reinforce concepts to ensure learning takes place. Vocabulary is an essential part of comprehension.
Chapter 4
Reader response is crucial to the scope of becoming a good reader. Books that touch us make memorable connections and help with the reading process. You should vary opportunities for respond by using art, music, drama, and technology.
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