By Feb. 1, post (a) one idea you have for teaching any of the "components" of emergent literacy (p. 59) as what Rasinski calls a "powerful instructional routine" (p. 74), and (b) one question you have from either reading assignment.
I suggest the use of music to teach phonetic awareness. Keeping rythm is a fun and expressive way to learn the different syllabes. The bridge consists of writing and reading foundations,phonological knowledge, literacy-related awareness, and language. All these could be addressed in different ways, or together in a single exercise. I would like to know more about the "bridge", "TROLL", and other methods of assessment and intervention.
A good idea for teaching narrative skills is having children engaged in all stories being read to them. Children need to be able to describe events in stories and be able to tell stories themself. The best way to do this is have them point to each word as you read it and perhaps even repeat the word. This way, they will actually learn to recognize the words and understand the story being told, rather than just memorizing. Having them do these things will increase their print awareness as well as their narrative skills. I would like to know how children with special needs are tested in comparison to children without special needs when it comes to literacy.
I think using music in early childhood classrooms would be a great idea to help students come to an understanding of literacy. Through playing the name game students can participate in sound subsitution and better learn what sounds letters make. Reciting popular ryhmes and tunes exposes them to the beat the words create. It can be great for creating phonological awareness. This approach is even great for students who aren't verbal because they can express the beat through other means. I would like to know more about the teaching techniques that bypass phonics, for oler students who lack phonemic awareness.
I think the Shared Book Experience is a great way to teach children that reading can be enjoyable and teach them to read more independently. It can also help them gain more phonological awareness. I also think that it works on making the reading more meaningful for students, because you get to hear other students opinions and make understanding of the book greater. I would like to know more about the bride and assessment tools used for both students with and with out disabilities.
I love the idea and practice of reading to students. Linking reading to whatever else is going on in the classroom or in their lives is a great idea. It is so easy to make it relevant. Dick and Jane are on the chopping block because there are books on a billion topics. Even if you can’t find a book, newspaper, magazine, comic strip… that would grab their attention you can make one. Reading books like Hop on Pop that rhyme and have a great rhythm are so much fun I can’t imagine classroom reading not being the most exciting part of the day. I still love those books. How should I read to students? I tend to get really animated and excited about books. Is there a right and a wrong way to read aloud? If there is no wrong way then what is the best way?
Every couple weeks in class, I could introduce a book to the students and ask them to clap along to the repetitive rhythm of the syllables. This is a fun way to teach phonetic awareness to the children. I might be able to add to the child’s enjoyment by letting them beat on a drum to the rhythm. One question I have is…learning is supposed to be fun. But as teachers, how do we distinguish the difference between a child having fun and a child learning something new? And also, when a child masters a specific skill, do we abandon that activity if the child enjoys it the most?
I remember many of my teachers reading aloud to the class everyday either after lunch or recess. That was something that I really enjoyed. Rasinski talked about how reading to students was one of the most important "literacy activities" that we can share with students. I could get a simple chapter book and maybe read one chapter each day. It would need to be something that the children were interested in so they would look forward to the activity everyday. This is just a simple but fun way to introduce the students to literacy. Also in this same section Rasinski talked about how students who are read to on a regular basis are normally better readers. I always had a reading log everyday that I had to complete in school. That was an activity that I enjoyed, but I know not every student enjoys that. Is having a daily reading log a good idea?
I think that students should choose books, magazines, or comic books that interest and excite them. That initial decision in reading is essential for students to be able to love literacy. I also think that peer to peer reading is a great way to encourage literacy. Students may feel more comfortable reading to a friend and telling them about the story they are reading. Another great way to teach literacy is through reading mentors. I think that older students can help younger students by listening to them read and explaining, in a simple way, phonetics, word recognition, and reading comprehension. Older students can also read to the younger students and encourage them to continue to study literacy by showing them the more difficult books they have to look forward to. Is it a bad idea to quiz/test on reading comprehension? Would it be best to just listen to the student explain his or her book rather than have them right about it on a quiz?
I fell that modeling proper reading and writing skills is an important part of teaching a child to read.When a child has a capable professional or adult to demonstrate proper usage and pronounciation of words and letters it is more benificial for young children.How to hold a book,how to pronounce sounds of letters and how to link sounds together are all processes that a child learns when they are read to daily.I also fell that allowing a child a large variety of reading materials is an essential part of the learning process.Letting a child explore a wide variety of interest in reading is a great way to stimulate new interest and challenge a growing mind.I also fell that rythmic and repetitious activities are a great learning platform for kids. The effects of having a repetitive lesson helps a child get the nessesary practice and interaction with sounds and rythms patterns in reading.Upon completion of a reading lesson is it important to always test kids on what they have read or move directly into a new lesson?
I think the use of music in early childhood classrooms is a great idea to help students better understand literacy. The Bridge is based on reading & writing, grammatical knowledge, & literacy-related awareness. All of these characteristics can be approached individually or as a single exercise through music. I would like to know how one might assess a student who uses music as a way to better understand literacy.
I think that the teacher should let the students relate their readings to something that they will enjoy- they should be able to choose the books that they read (and still start at a young age, and have their parents read to them). It was always more enjoyable for me if I had to tell about a book in class (or just read one on my own) if it was a book that I wanted to read, instead of a book that I hated; then it was work and I did not want to do it. My question came from the Emerging Literacy Article: How important is it that the child is engaged with the book vs. how engaged they are in their writing?
Two components of emergent literacy is to Read to students and Language Experience. I think it would be cool for the teacher to read a book to the students about a fun activity (like the first time you make a sandwich by yourself). Then the students can do the activity and afterwards partake in the language experience and use enlarged text buy having the teacher write the details of the activity on a chart. During the sessions of the class when the students read aloud, how do you handle a child that is very shy and embarrassed about their reading skills? (especially for older children)
One thing that I think is crucial for all students, regardless of their age, is when the teacher reads books to the class. When you are in elementary school reading aloud played a huge role in the interpretation and expression of words. When the teacher is reading, you could always distinguish his/her emotions when reading, whether there was excitement, sadness, or embaressment. It is a great technique to bond and connect with your students. They look forward to reading a different chapter everyday and predicting what will happen next. However, my question is, is reading to the class just as beneficial as having a child read aloud independently? I would like to know if there are certain things a student may or may mot pick up on, in both scenarios as far as reading comprehension.
I think it is important that children learn that reading can be fun, that it should be an enjoyable leisure activity, and not something that is forced upon them. I feel that in order for them to recognize that reading is enjoyable they should be able to read literature that is interesting to them. To me reading is reading…no matter what it is. I also consider peer reading to be beneficial but I think that the children need to be able to choose who they read with. I know that some children who may not read as well as others feel very inferior reading with someone in their class who is a very fluid reader. I however believe this is not the case whenever a younger child gets the opportunity to read with a student in a higher grade. In this situation I think the younger child feels important and wants to read as well as the older student. I remember how much I absolutely loved the 5th grader that came to read with me one day a week. I wanted to be just like her and as smart as her! The children can benefit from this “mentor” type of person as well as hearing a fluid reader, read aloud. One question I had was it is necessary to always assess what the child has learned or what material they have read? Also what methods of assessment are the most beneficial besides the overly used quiz/test method and things such as AR(Accelerated Reader)?
I think that it is important for the children to want to read and not think of it as a punishment. If we make reading fun then it will be better for the student, teacher, and parents. The student will want to learn more and read. If they are allowed to read what they want and express however they want about what they read, then I think they will grasp the idea better. But, if we pound it into them and make it seem like a punishment, then they aren’t going to want to ever touch a book! Why do teachers think they have to read a certain amount of time every day?
When I was younger we always had story time in 3rd grade. Our teacher chose more challenging books that we read together. She read mostly, but the whole class had a book themselves to follow. This always made me feel like I can go above and beyond in readig. This gave me the confidence I needed to push myself to higher reading levels. I think that this way is a great way to get the students engaged and use Zone of Proximal DEvelopment to reach all students in the classroom. You would have the ones that know exaclty every word in the book and understood completely to the ones that need that extra help following and reading along in the book. I understand that it can get repetitive, but keeping it interesting and fun is the key. Maybe even trying to get the students to act out a chapter so te others can understand better is another great way. The thing that I worry abut is how many teachers use Accelerated Reader Points to assess the students comprehension about certain books that they read, is this the right aproach to seing if the student is comprehending?
I believe that reading material that pertains to a childs interests is very important in learning to love literature. I wish this would have been the case when I was in school. Peer reading such as I experienced in grade school with an older student and a younger student is a positive way to improve reading skills; and also creates a special bond between the partners which enhances a child's ability to read and speak clearly infront of others comfortably. One question I have about assessment on a student's ability to comprehend text is why do teacher's look for one particular answer; why not open ended questions that allow the student to express how they read the text and how they feel about it?
Co-founder and former director of the Center for Literacy and Disability Studies at UNC-Chapel Hill. Currently professor in Language, Reading, and Exceptionalities Dept. at Appalachian State University.
I suggest the use of music to teach phonetic awareness. Keeping rythm is a fun and expressive way to learn the different syllabes. The bridge consists of writing and reading foundations,phonological knowledge, literacy-related awareness, and language. All these could be addressed in different ways, or together in a single exercise. I would like to know more about the "bridge", "TROLL", and other methods of assessment and intervention.
ReplyDeleteA good idea for teaching narrative skills is having children engaged in all stories being read to them. Children need to be able to describe events in stories and be able to tell stories themself. The best way to do this is have them point to each word as you read it and perhaps even repeat the word. This way, they will actually learn to recognize the words and understand the story being told, rather than just memorizing. Having them do these things will increase their print awareness as well as their narrative skills. I would like to know how children with special needs are tested in comparison to children without special needs when it comes to literacy.
ReplyDeleteI think using music in early childhood classrooms would be a great idea to help students come to an understanding of literacy. Through playing the name game students can participate in sound subsitution and better learn what sounds letters make. Reciting popular ryhmes and tunes exposes them to the beat the words create. It can be great for creating phonological awareness. This approach is even great for students who aren't verbal because they can express the beat through other means. I would like to know more about the teaching techniques that bypass phonics, for oler students who lack phonemic awareness.
ReplyDeleteI think the Shared Book Experience is a great way to teach children that reading can be enjoyable and teach them to read more independently. It can also help them gain more phonological awareness. I also think that it works on making the reading more meaningful for students, because you get to hear other students opinions and make understanding of the book greater. I would like to know more about the bride and assessment tools used for both students with and with out disabilities.
ReplyDeleteI love the idea and practice of reading to students. Linking reading to whatever else is going on in the classroom or in their lives is a great idea. It is so easy to make it relevant. Dick and Jane are on the chopping block because there are books on a billion topics. Even if you can’t find a book, newspaper, magazine, comic strip… that would grab their attention you can make one. Reading books like Hop on Pop that rhyme and have a great rhythm are so much fun I can’t imagine classroom reading not being the most exciting part of the day. I still love those books. How should I read to students? I tend to get really animated and excited about books. Is there a right and a wrong way to read aloud? If there is no wrong way then what is the best way?
ReplyDeleteEvery couple weeks in class, I could introduce a book to the students and ask them to clap along to the repetitive rhythm of the syllables. This is a fun way to teach phonetic awareness to the children. I might be able to add to the child’s enjoyment by letting them beat on a drum to the rhythm.
ReplyDeleteOne question I have is…learning is supposed to be fun. But as teachers, how do we distinguish the difference between a child having fun and a child learning something new? And also, when a child masters a specific skill, do we abandon that activity if the child enjoys it the most?
I remember many of my teachers reading aloud to the class everyday either after lunch or recess. That was something that I really enjoyed. Rasinski talked about how reading to students was one of the most important "literacy activities" that we can share with students. I could get a simple chapter book and maybe read one chapter each day. It would need to be something that the children were interested in so they would look forward to the activity everyday. This is just a simple but fun way to introduce the students to literacy. Also in this same section Rasinski talked about how students who are read to on a regular basis are normally better readers. I always had a reading log everyday that I had to complete in school. That was an activity that I enjoyed, but I know not every student enjoys that. Is having a daily reading log a good idea?
ReplyDeleteI think that students should choose books, magazines, or comic books that interest and excite them. That initial decision in reading is essential for students to be able to love literacy. I also think that peer to peer reading is a great way to encourage literacy. Students may feel more comfortable reading to a friend and telling them about the story they are reading. Another great way to teach literacy is through reading mentors. I think that older students can help younger students by listening to them read and explaining, in a simple way, phonetics, word recognition, and reading comprehension. Older students can also read to the younger students and encourage them to continue to study literacy by showing them the more difficult books they have to look forward to. Is it a bad idea to quiz/test on reading comprehension? Would it be best to just listen to the student explain his or her book rather than have them right about it on a quiz?
ReplyDeleteI fell that modeling proper reading and writing skills is an important part of teaching a child to read.When a child has a capable professional or adult to demonstrate proper usage and pronounciation of words and letters it is more benificial for young children.How to hold a book,how to pronounce sounds of letters and how to link sounds together are all processes that a child learns when they are read to daily.I also fell that allowing a child a large variety of reading materials is an essential part of the learning process.Letting a child explore a wide variety of interest in reading is a great way to stimulate new interest and challenge a growing mind.I also fell that rythmic and repetitious activities are a great learning platform for kids. The effects of having a repetitive lesson helps a child get the nessesary practice and interaction with sounds and rythms patterns in reading.Upon completion of a reading lesson is it important to always test kids on what they have read or move directly into a new lesson?
ReplyDeleteI think the use of music in early childhood classrooms is a great idea to help students better understand literacy. The Bridge is based on reading & writing, grammatical knowledge, & literacy-related awareness. All of these characteristics can be approached individually or as a single exercise through music. I would like to know how one might assess a student who uses music as a way to better understand literacy.
ReplyDeleteI think that the teacher should let the students relate their readings to something that they will enjoy- they should be able to choose the books that they read (and still start at a young age, and have their parents read to them). It was always more enjoyable for me if I had to tell about a book in class (or just read one on my own) if it was a book that I wanted to read, instead of a book that I hated; then it was work and I did not want to do it. My question came from the Emerging Literacy Article: How important is it that the child is engaged with the book vs. how engaged they are in their writing?
ReplyDeleteTwo components of emergent literacy is to Read to students and Language Experience. I think it would be cool for the teacher to read a book to the students about a fun activity (like the first time you make a sandwich by yourself). Then the students can do the activity and afterwards partake in the language experience and use enlarged text buy having the teacher write the details of the activity on a chart. During the sessions of the class when the students read aloud, how do you handle a child that is very shy and embarrassed about their reading skills? (especially for older children)
ReplyDeleteOne thing that I think is crucial for all students, regardless of their age, is when the teacher reads books to the class. When you are in elementary school reading aloud played a huge role in the interpretation and expression of words. When the teacher is reading, you could always distinguish his/her emotions when reading, whether there was excitement, sadness, or embaressment. It is a great technique to bond and connect with your students. They look forward to reading a different chapter everyday and predicting what will happen next. However, my question is, is reading to the class just as beneficial as having a child read aloud independently? I would like to know if there are certain things a student may or may mot pick up on, in both scenarios as far as reading comprehension.
ReplyDeleteI think it is important that children learn that reading can be fun, that it should be an enjoyable leisure activity, and not something that is forced upon them. I feel that in order for them to recognize that reading is enjoyable they should be able to read literature that is interesting to them. To me reading is reading…no matter what it is. I also consider peer reading to be beneficial but I think that the children need to be able to choose who they read with. I know that some children who may not read as well as others feel very inferior reading with someone in their class who is a very fluid reader. I however believe this is not the case whenever a younger child gets the opportunity to read with a student in a higher grade. In this situation I think the younger child feels important and wants to read as well as the older student. I remember how much I absolutely loved the 5th grader that came to read with me one day a week. I wanted to be just like her and as smart as her! The children can benefit from this “mentor” type of person as well as hearing a fluid reader, read aloud.
ReplyDeleteOne question I had was it is necessary to always assess what the child has learned or what material they have read? Also what methods of assessment are the most beneficial besides the overly used quiz/test method and things such as AR(Accelerated Reader)?
I think that it is important for the children to want to read and not think of it as a punishment. If we make reading fun then it will be better for the student, teacher, and parents. The student will want to learn more and read. If they are allowed to read what they want and express however they want about what they read, then I think they will grasp the idea better. But, if we pound it into them and make it seem like a punishment, then they aren’t going to want to ever touch a book! Why do teachers think they have to read a certain amount of time every day?
ReplyDelete...........
ReplyDeleteWhen I was younger we always had story time in 3rd grade. Our teacher chose more challenging books that we read together. She read mostly, but the whole class had a book themselves to follow. This always made me feel like I can go above and beyond in readig. This gave me the confidence I needed to push myself to higher reading levels. I think that this way is a great way to get the students engaged and use Zone of Proximal DEvelopment to reach all students in the classroom. You would have the ones that know exaclty every word in the book and understood completely to the ones that need that extra help following and reading along in the book. I understand that it can get repetitive, but keeping it interesting and fun is the key. Maybe even trying to get the students to act out a chapter so te others can understand better is another great way. The thing that I worry abut is how many teachers use Accelerated Reader Points to assess the students comprehension about certain books that they read, is this the right aproach to seing if the student is comprehending?
ReplyDeleteI believe that reading material that pertains to a childs interests is very important in learning to love literature. I wish this would have been the case when I was in school. Peer reading such as I experienced in grade school with an older student and a younger student is a positive way to improve reading skills; and also creates a special bond between the partners which enhances a child's ability to read and speak clearly infront of others comfortably. One question I have about assessment on a student's ability to comprehend text is why do teacher's look for one particular answer; why not open ended questions that allow the student to express how they read the text and how they feel about it?
ReplyDelete