Taberski+Part+3

=Taberski Part 3: Comments, insights, new learning, etc = Josh VanHorn Chapter 7 In this chapter it talked about how to use read aloud and shared reading in the whole class settings to help students learn to read. During this part it talked how a teacher needs to pick a book that is to tough for the students to read on their own and the teacher will read it to the class. In this style of instruction a teacher needs to pick a book with some type of illustrations to help students put a picture to the story. A teacher has to pick a book that the students will enjoy and be able to understand. Again, students must learn to love reading in order to be fully successful. This strategy really promotes one of the most important parts of reading and that is comprehension. The first part is the stop to think portion of the chapter. This promotes students reading a section and stopping frequently to ask themselves certain questions in order to make sure they are comprehending them. If a student does not comprehend he/she must reread the section. The next part that promotes comprehension is the story mapping section. In this part a students has to be able to divide the different parts of the story, these parts include; characters, setting, problem, main events, and resolution. A students must be able to understand these different parts in order to understand the whole. This works whether a student is reading a regular fiction book or even a picture book. I loved how the writer showed how to do the character map to show the different traits that a character has. I feel that this strategy always worked for me personally and leads into students using writing to help them understanding the book. If a student can write down what they are thinking when they are reading this will really help a student stay on task and be able to understand what they are reading. There does not have to be not proper way to write this information down but a student can benefit from anything from paragraphs to chicken scratches. The last part of this chapter was using the read aloud process to teach students new words that they do not understand. I have seen this first hand in a Reading Recovery classroom last week. A teacher can utilize this time to focus on a certain word and use the instructional time to benefit the children. The approach can use other words that students already know to build from and form new vocabulary. In conclusion, I felt this chapter showed me new techniques on how to use the whole class read aloud instruction as a educational tool. I feel that all students must be willing to participate and must stay on task in order for this to be successful. I also think that illustrations are a must especially for the younger students.

JV Chapter 8 Reading groups need to be evaluated regularly. Children can move to a different reading group throughout the year. Children who test into the low group do not always stay in the low group. The child may learn how to use the reading strategies and move up to a new reading group, or a child may loose help at home and move down a reading level group and this signals more support on your end to strengthen the students skills. The largest challenge for reading groups is assuring the other children who are not in your group are engaged independently. You can have the students reading books from their "book bags" for independent reading. Another option for independent work is filling in their reading logs for the day. They need to record the book they read by writing the title and author. If they have read more than one book, then record the "most important" book, according to the child. Then the students can record what they did the best and what they plan to do next on their log. Children can then respond to their books, complete a strategy worksheet, or complete an extension activity. For those students who are early and emergent readers they can choose to read a big book or a book on tape. This allows for the teacher to devote her time to the reading group that is in front of her and needing her attention to learn a new strategy. I really like the part about the pages that she uses is in the back of the book for myself to use in the classroom. No need to reinvent the wheel if it is already done. That is a nice addition to reading about the tools, you actually get the tools. Teachers need to remember that they are only human and can mess up. When choosing a reading group you need to group children according to similarities, but sometimes the differences are greater than the similarities. This will allow you to know which students can work together on one topic and those that do not need to work together, because of their skill levels. Teachers also have the hard job of picking a book for your reading group. You need to find a specific strategy to teach the students when picking out a book. You may feel that this book teaches the strategy but then is not in their accurate reading percentage. You can then take over the book and use it as a read aloud and then return the next day with a new book. Keeping the books organized into levels will eliminate this for the most part. Gathering the books ahead of time according to the information on your reading grouping worksheet will help you find the best books for the reading group.

JV Chapter 9 Children need time to work on words. I really like how she has laid out time for a word study group each morning. She does not work with each group each day, but gives enough time towards each student to become successful at phonics. Phonics is a part of reading, but not the whole part. You need to remember that reading uses many strategies. I enjoy the word making process of her word study groups. She has set up 37 spelling patterns that are seen regularly in the young reader books. The book stated that if you do not get to all 37, do not rush to complete them all, because most have already been seen in the words they are reading in books or on their sight word wall. I will keep in mind the new making words, word wall. It will be a helpful tool for all ages of students. Making word families allows students to see connections between words. Children are better able to read words quickly if they can "chunk" words. This is the process of finding parts of the words that they are familiar with and reading the word. Word study groups are separated into three groups, but they overlap. Logographic Phase which has readers finding initial letters in words and the sounds they represent. Analytic Phase which are children who make associations between the spelling patterns in words they know and new words that they encounter. The third group is the Orthographic Phase which has children who recognize words almost automatically and they no longer need to "work at" making the connections. The teacher will separate the children into these three groups and work with a small group each morning. The groups do not have to be the same as his/her reading groups. The teacher will then be working with words that are "small, bigger, or difficult." The teacher will then sort or make words. JV Chapter 10 This chapter focused on one-on-one instruction time with students. I feel that I really understood this chapter, because I just witnessed this in my field work. This chapter stated how at first students are somewhat scared of the one-on-one instruction and by the end of it they are yearning for more time. I seen that the teacher first focused on words and books that the students already knew and were successful at and build off of the success. The book states that this is a process that is really successful in younger children. I also liked how the book stated that a teacher must give honest feedback to the students even if it is not very nice. This one-on-one instruction also relies heavily on the assessment process when a teacher is deciding how to instruct a student. These assessments can be either formal or informal in nature depending on the development of the student. The three major portions that a student must be able to understand is print, text, and book features. These are the basic features of words, sentences, and paragraphs, that we take for granted and expect every student to understand. Sometimes as teachers we must slow down and go back to basics and start from the ground up educating these students. The next important part is teaching these students what sounds right and looks right when reading or writing text. This uses different cues to help student self-correct or correct with one-on-one instruction. These cues include semantic cues, which is when they use meaning to try to figure out text, syntactic cues, which uses the words that sound right within a sentence, and lastly graphophonic cues, this is when students use their memorization skills of word to figure out other words. A teacher must be able to use all three in certain circumstances in order to be successful. During one-on-one assessments teachers have a concise plan to follow, but also must allow the students to bring up some teachable moments in order to fix some difficulties. I have seen this happen a lot in my observations and the teacher used these approaches regularly with her first graders. Positive attitudes and praise is also suggested in this chapter to promote excitement for reading and I seen this in that classroom.

Section 3 Reading aloud to children allows them to have opportunities to respond orally to texts and familiarized them with the types of responses that they are asked to write. When you are reading aloud to a child you are promoting the children’s love of reading. Comprehension is a very important part of reading. Without comprehension children do not want to read. Showing children the three steps could also help them use reading strategies. Children should be asking what do I think is going to happen, why do I think this is going to happen, and prove it back going back to the story. When reading factual texts aloud it is important to stop and discuss so the children know how to organize the information. Story mapping is good to teach early because once the child is ready for chapter books they can do it independently. Once they are familiar with it they can apply the strategy to the longer texts. Character mapping is to help children focus on how the main character’s personal traits often direct the action of the story. They will use what they learn early on and consider what may happen later on in the story. Helping children use what they already know to learn new things. Explaining to the students that through writing down what they think as they read will help them better understand what they are reading and what they will be reading. Even during a read aloud the teacher can take a break to reflect on what is happening and write down the thoughts they may be having. Also when reading factual texts they are becoming introduced to a variety of authors, and learn new information. It is important to give accurate directions to the students asking them to look for letters or listen for the sounds. The students need to sort the words into the categories to demonstrate the similarities and differences. Children need to use what they know about letters and sounds to figure out new words. Looking at pictures, the entire word, and spelling patterns are all ways that students can learn to read. Chapter 8 Guided reading is a reading program containing 3-6 kids and they read multiple copies of the same text under a teacher’s supervision. The text is the same and the students can almost but not quite read it on their own. They still require support from the teacher. Students should be grouped with other students of similar strengths and needs but they are not forever locked into the same group. Getting to know the students and their abilities should be the first priority at the beginning of school. Teachers should always want to schedule conferences with students to share the information that they have gained. Keeping track of the child’s needs is also important for planning. Teachers should be choosey about the books that they choose for the students because that is what hooks the child to reading. Introducing the children to the text before they start reading it should always be done. The introductions to the books should vary according to their stage in reading. Emergent reader should be walked through the book, early readers should have fairly detailed introductions, transition readers should have brief introductions, and fluent readers only need minimal introductions. Demonstrating the strategy that you want the children to work on that day should be done early on as well. Chapter 9 Logographic phase is where the children start to recognize the whole word. As children are exposed to print rich environments in their lives they are more likely to recognize whole words. Analytic phase is after they begin to notice whole words and make associations between the spelling patterns in words they know and new words they encounter. The orthographic phase is the point when kids recognize the words almost automatically. Emergent and early readers need help to focus on phonic learning which helps them analyze words for their letters, spelling patterns, and structural components. When working with helping them to learn to sort words by the length of the word, the common letters, common sounds, and their spelling pattern. When examining bigger words for graphophonic, structural, and meaning related features they can learn to clap syllables. This is an activity that can help children understand that each syllable can be analyzed for its spelling patterns in the same way as monosyllabic words. Making words is also a great and fun way to show the children that letters can re rearranged, added, and removed to make new words. The students then have to focus on the sequence and recognize the spelling patterns in words, the same for prefixes and suffixes. When using more prefixes and suffixes it helps the students to understand the meaning of a word than to help children figure out how to read the word. Certain letters have many different sounds, which can be confusing to students. This is where the letters are highly dependent on the adjacent letters. We have to teach children to use what they know, such as letter sound relationships, knowledge of the topic, and illustrations to figure it out. Vowels are tricky and should not be introduced to early, it helps to start with what is easier.