In this week’s reading the focus was on reading instruction for grades three through five since in those grades the focus shifts from learning how to read to comprehension. So these grades need strategic reading instruction because it lays the foundation for critical reading. In order to do so, the teacher must provide the purpose and give them the opportunity to practice on their own. In addition, the importance of vocabulary was mentioned because, through reading children learn more vocabulary than directed instruction. And by learning vocabulary they are able to learn more abstract concepts about their language, such as symbols and metaphors, and become more advanced readers.
In Teaching Language and Literacy, comprehension is the goal …show more content…
Because of this, reading instruction shifts from shared reading to one of model, engage, practice, and reinforce. This means that the teacher models what to do with the text, engage them in guided practice, provide collaborative/independent opportunities, and reinforce with projects or assignments. This reminded me of the example I just mentioned about my practicum observation and how their purpose was to understand the character’s emotions. But, since it is still first grade, they have only reached the stages of model, engagement, and practice. The reinforcement aspect of having group projects is still developing or simplified. Overall, in order to teach children how read-to-learn, a teacher must activate and add on to their background knowledge through things like guided read alouds, and set the purpose of their …show more content…
Dorfman and Cappelli stated that, “There is no one way to respond to a book, and reactions can trigger all sorts of memories and go in all different directions” (Owles 51). This quote stood out to me because children make their own personal connections to stories and each one is different. It also connects and adds on to their background knowledge about the subject. That is why I liked the example of the “dream bubble” activity mentioned because it allows children to think more thoroughly about the text. Since in the example mentioned, children have been read a book about dreams, the teacher had them to create a dream bubble as a follow up activity. They did this by brainstorming ideas about their own dream and then had to draw or write about them in their “dream bubble”. Then these ideas are saves for any future writing or drawing topics. In the future, I would use activities like these in my classroom because it allows children to connect the text to their own experiences. By doing so they would be adding on to their background knowledge and have the opportunity to make those connections which is something an effective classroom should
In Teaching Language and Literacy, comprehension is the goal …show more content…
Because of this, reading instruction shifts from shared reading to one of model, engage, practice, and reinforce. This means that the teacher models what to do with the text, engage them in guided practice, provide collaborative/independent opportunities, and reinforce with projects or assignments. This reminded me of the example I just mentioned about my practicum observation and how their purpose was to understand the character’s emotions. But, since it is still first grade, they have only reached the stages of model, engagement, and practice. The reinforcement aspect of having group projects is still developing or simplified. Overall, in order to teach children how read-to-learn, a teacher must activate and add on to their background knowledge through things like guided read alouds, and set the purpose of their …show more content…
Dorfman and Cappelli stated that, “There is no one way to respond to a book, and reactions can trigger all sorts of memories and go in all different directions” (Owles 51). This quote stood out to me because children make their own personal connections to stories and each one is different. It also connects and adds on to their background knowledge about the subject. That is why I liked the example of the “dream bubble” activity mentioned because it allows children to think more thoroughly about the text. Since in the example mentioned, children have been read a book about dreams, the teacher had them to create a dream bubble as a follow up activity. They did this by brainstorming ideas about their own dream and then had to draw or write about them in their “dream bubble”. Then these ideas are saves for any future writing or drawing topics. In the future, I would use activities like these in my classroom because it allows children to connect the text to their own experiences. By doing so they would be adding on to their background knowledge and have the opportunity to make those connections which is something an effective classroom should