#lled400

[rxg5161-blog]

Reading Response

-At least 3 quotes from readings 

-What quote means to me -- connect to other readings -- educational and personal experiences -- class discussions -- contextualize quotes based on contemporary “happenings” in education according to media sources -- implications for educational field -- address issues of bias, discrimination and educational inequilties

Your themes should include:

·      Pre-K & Elementary Reading, Writing, and Literacy curriculum

·      Defining reading

·      Important considerations for pre-K & elementary reading, writing, and literacy curriculum

·      What “good” pre-K & elementary reading, writing, and literacy curriculum looks like.

·     Designing and implementing pre-K & elementary reading, writing, and literacy curricula.

·      Understandings about diversity in teaching and planning curriculum.

[brookecharlie]

Each time one prematurely teaches a child something he could have discovered himself, that child is kept from inventing it and consequently from understanding it completely.

- (Piaget in Miller, p. 154)

Let the kids figure it out themselves! Don't just say nonfiction is real and fiction is make-believe, lead them to discover that and experience it! Then they will want to learn and discover about everything that the book mentions as well. Kids are naturally curious, so use that to your advantage!

[brookecharlie]

Guidelines for Successful Instruction in Reading (Parr & Campbell)

Recognize that student independence as "real readers" is the ultimate goal.

Emphasize reading and writing connections all the time.

Provide multiple purposes for reading.

Use high-quality literature and texts of many types in multiple contexts.

Emphasize the collaborative nature of reading by including many opportunities for discussion and interaction.

Give students plenty of time to read at their instructional level and within their interests.

Provide explicit instruction in word solving that builds word knowledge and teaches skills and strategies for word solving.

Use a variety of assessment techniques to inform instruction.

- (Parr & Campbell, p. 75)

[brookecharlie]

Standard Miscue Marks

(use for miscue analysis - analyze child's reading from recording)

[brookecharlie]

Book Clubs: Asking Questions and Inferring (Miller Ch. 6)

Readers...

determine meanings of unknown words by using their schema, paying attention to textual and picture clues, rereading, and engaging in conversations with others

make predictions about text and confirm or contradict their predictions as they read on

use their prior knowledge and textual clues to draw conclusions and form unique interpretations of text

know to infer when the answers to their questions are not explicitly stated in the text

create interpretations to enrich and deepen their experience in a text

purposefully and spontaneously ask questions before, during, and after reading

ask questions for many reasons

determine whether the answers to their questions can be found in the text or whether they will need to infer the answer from the text, their background knowledge, and/or outside source

understand that many of the most intriguing questions are not answered explicitly in the text, but are left to the reader's interpretation

understand that hearing others' questions inspires new ones of their own; likewise, listening to others' answers can inspire new thinking

"We remind ourselves that we believe in depth over breadth; we believe that teaching a few things well makes more sense than teaching many things superficially. And we resolve to continue to do what we believe is best for our kids, our school, and ourselves" (Miller, p. 114).

"Trust yourself and your kids. You won't be disappointed!" (Miller, p. 115).

"Inferring...is the heart of meaning construction for learners of all ages" (Miller, p. 125).

"Questioning is an essential thinking skill, learning skill, and democratic skill. Questioning is at the heart of becoming an independent thinker and self-directed learner" (Miller, p. 133).

"Resist the temptation to jump in and lead the kids to what you believe - you may be surprised at what you learn!" (Miller, p. 142).

[brookecharlie]

I walked into Fairview Elementary School this fall with a box full of books and a head full of ideas. I was a new teacher with visions of children clambering over one another for a good book and a classroom full of wavering hands wanting to share their newest pieces of writing. I had enough experience to keep me from being totally idealistic, but I knew what I wanted to see.

Gilbert, p. 9

That sounds like the beginning of an amazing teaching career :)

[brookecharlie]

Seeing children write about the connections and observations we have made since the beginning of the year is really amazing, but to hear them talk about these things on their own, with each other, building on each other's responses is what is so fantastic about literature circles. To know that children, all children, can have such rich conversations and pay attention to such detail of plot and craft of writing is really exciting.

Gilbert, pp. 13-14

[brookecharlie]

I am more concerned with choosing books that are right for my students, that will facilitate discussion, capture interest, and keep them wanting more.

Gilbert, p. 12