Taberski+Part+1

=​= Chapter 1 When a child is learning to read they are using letter sounds and considering what makes sense and what sounds right. It is important that when a child is struggling to let them explain to you how they figured it out by themselves. Children learn from words from what they know and continue to learn new ones. Children need a large amount of time to read at school and home. The more they read on their own as long as it is their level the more they will apply reading strategies, and leads to them gaining basic skills more effectively. Our role as teachers to teach children to read include being able to assess their reading, teach them effective reading strategies, allow them time to read, and let them respond to their reading. Modeling is a good way to teach reading. By monitor reading and having a read aloud and showing the children how to figure out words is teaching reading. Providing feedback as to what the child should be ding during reading time what they should be focusing on is teaching reading. Chapter 2 Clear goals of what you want yourself to teach and what you want your students to learn is very important. It will lead to achievement. Be realistic when setting the goals for both of you. We should be accountable for what we are doing and what they are learning. Don’t set to many goals or else you will not get to them. When working on the goals, work seriously and purposefully for each one. Marie Clay explains that self improving readers have reached a level of independence and fluency which allows them to use skills they already acquired to become better readers every time they read. To be a self improved reader the students need to monitor their own reading to make sure that it makes sense. They need to search for semantic, syntactic, and visual cues, and while reading they need to discover new things about the text. Cross checking is a cueing system, self correct their reading and solves new words by using multiple cuing systems. If a child is only reading what is of interest to them it is good that they are reading and understanding what they read but they need to be doing more. Fiction is engaging but the students also need to be able to read and understand informational texts. As the children become better readers their reading become more of a tool to learn about everything else in the world. It is now a tool verses a skill. Responding to reading through written expression helps deepen their understanding of what they read. It is hard for beginning and emergent readers to respond and should do it less frequently, whereas the fluent and transitional readers it is more easily able to be done. Written responses are often assigned to keep the students busy. When requesting a written response be sure you are doing it for the right reasons. The books that you have for children must be enjoyable and your teaching methods must engage them to teach them to be effective readers. When choosing literature for the students look for predictable, supportive texts with good story lines and engaging pictures. Chapter 3 A classroom that has informal appearances of carpets, beanbags, and a sofa may throw people off and think that learning is not occurring there. In fact it is the opposite. Informality invites children to experience, share, and practice and learn. The classrooms are organized with specific purposes in mind. We as teachers cannot expand the physical area of our classroom but we can make decisions about what goes in it. Children should have easy access to non leveled books that are within their reading ability to read during silent reading time. By doing this it allows that students to find a book that is just right for them and will help them to use the strategies that we are teaching. Staying organized within your own classroom where the kids know which leveled box they should be reading out of is beneficial to the students and to the teacher. Not all books in the classroom should be used until the teacher allows them to be used. Reading together from the word wall, the poetry posters, and the skills charts are a good way for the students to become part of sharing literacy together. I love the idea of buying supplies and having the teacher reimburse you!!! I don’t see it happening where we live, but I love the idea. A large block of time while working with small groups in a predictable structure will allow more to be accomplished. Teachers should try to read aloud daily and should provide opportunities for the children to respond orally. While reading aloud you will be demonstrating reading strategies.

Josh VanHorn Chapter 1 From where you are thinking? This is a great question to ask everyone when they are teaching. You need to know what perspective the teacher is using when teaching the students. I really enjoyed the comparison between the ocean and the perspectives of where the last wave is at. As a teacher I need to remember not only my point of view but also the child’s point of view. The child has a huge role in learning to read. Learning to read involves "implementing a complex set of attitudes, understandings, and behaviors." Reading is not just one skill to learn, but a very complex set of skills. Reading is a continuous learning process, and with many different skills and lots of practice a student will become a better reader. Students need to learn to sound out the word, use the pictures for help, and use their prior knowledge of the subject in the book to help them read the words. Students take the sounds of letters and put them together to form a word. Knowledge of letter-sound relationships is very important when learning to read. There are three cueing systems, "meaning, structure, and graphophonics." Children need to use a combination of these strategies. I like the idea of the conferences with the children where they share what strategies worked for them while reading a book. Children need large blocks of time to practice their reading skills. They also need that time at home to practice their skills. Students need books that are at their level to practice the whole act of reading and experiencing all parts of the reading together. JV Chapter 2 Defining your goals as a teacher before you start allows you to know what direction you would like the student to be heading in, as well as knowing if the child is meeting any of the steps to become a successful reader. The main goal is to help each child "acquire a self-improving system for reading." This is the ultimate goal for all teachers. You want the student to succeed without even when you are unable to give the child assistance. Children need to become strategic readers, read a variety of genres, use writing as a tool to make sense of what they read, and appreciate the power of reading. Children need to learn that reading is fun and entertaining as well as a tool to help you learn other subjects, such as, science, math, and social studies. Children learn where milk comes from in a book, children learn who Abraham Lincoln is from a book, and they can also be entertained from books such as Giggle, Giggle, Quack (and learn a small lesson about life without knowing it). Children need to know how to read other genres. When introduced to some other genres the students will enjoy these books, they just need help reading them, because this is not always conversation language in the books. Take time to read poetry. Poems are short, but usually full of information. Different genres allow children to see different ways into the world. Children need to read regardless of how well they can read. Give children many books in their hands to allow the children to practice. Using leveled books allows children to practice their own skills. Give children books that they can relate to, the pictures match closely with the text, lines of text are consistent on each page, sentences are simple and repetitive, language reflects the patterns children use, and have words repeat throughout the text, such as Joy Cowley’s books. For early readers predictable patterns make it easy to read look over the same word many times. Also in a book that a child is going to read, make sure it is funny! You want children to love to read books, as many books as they can. JV Chapter 3 Creating a purposeful environment and daily schedule is crucial for every teacher. The environment is like an extra pair of hands. You need to be organized and prepared to eliminate any distractions for the students and make your day flow as smooth as possible, because there will be many other distractions along the way. I like how her room is set up to be inviting and homey. Children should want to come to school and feel relaxed and not tense and sitting straight all day. Children are in the classroom sometimes more than their own homes. This is their second home. Children need to feel welcomed and feel like this classroom is their own classroom, not the teachers space. Children should experience, share, practice, and learn in your classroom. Set it up to accomplish those goals. I also really liked the community pencils and materials. If children are not worried about losing their pencil they can use those efforts for better things, like reading. The meeting area needs to be large enough for all of your students to sit comfortably and be close enough to pay attention and learn from you. Setting out the classroom library would be ideal the way she set up her classroom. Having a class library and bins with labeled stickers for leveled books allows children to see what books they can read. Demonstrate how to use these books and discuss with children while they are reading to see that they understand the strategies they are using. The main goal is to get children to love to read, and then they will continue to learn more strategies and continue on the journey. So give children many opportunities to read a book and give a variety of genres to the students.