Read and Respond
My guiding principle regarding reading comprehension is that reading is always meaning driven. Without thinking and understanding, reading is just calling words. The reader must bring all he or she knows about the story or topic before, during and after reading. There needs to be an interaction between reader and text. The reader needs to question, predict, wonder while reading in order to fully interact and gather up all the meaning he/she can. Sometimes, it is reading for understanding or creating a mental image of what is happening to understand the text. Other times, readers need to infer to determine importance, or understand why a character is responding in a certain manner. Readers ask questions to predict …show more content…
It begins with modeling from the more knowledgeable other, usually the teacher. Next guided practice, is where the teacher supports the child on the new task/strategy. The teacher’s scaffold is released when the child is able to complete or apply the strategy on his/her own. Finally, the child will apply the strategy independently on his/her own in new situations. The gradual release of responsibility is critical in my classroom. I am a Reading Recovery teacher and Literacy coach and need to decide what the child/teacher needs next in order to accelerate his/her learner. Next, I need to clearly model the strategy and then support the child/teacher in using this strategy with support. I need to observe the child/teacher using the strategy independently and then call for him/her to use the strategy independently in order to accelerate their …show more content…
It allows the workshop to run independently without a teacher in charge, freeing up the teacher to confer and work with small groups of students uninterrupted. I had a student who was unsure of where to throw away a juice box, I asked him, where he usually put his garbage at lunchtime, to which he happily, declared, “In the garbage.” I remarked that I thought he was a really good problem solver and I would come to him for ideas. This exchange will empower him to know he has the skill set to make decisions and that is what we need our readers and writers to do as well. Make decisions. They need to make decisions about whether or not their reading makes sense. They need to make decisions about how they want to say something and write it down in a manner that others can
My guiding principle regarding reading comprehension is that reading is always meaning driven. Without thinking and understanding, reading is just calling words. The reader must bring all he or she knows about the story or topic before, during and after reading. There needs to be an interaction between reader and text. The reader needs to question, predict, wonder while reading in order to fully interact and gather up all the meaning he/she can. Sometimes, it is reading for understanding or creating a mental image of what is happening to understand the text. Other times, readers need to infer to determine importance, or understand why a character is responding in a certain manner. Readers ask questions to predict …show more content…
It begins with modeling from the more knowledgeable other, usually the teacher. Next guided practice, is where the teacher supports the child on the new task/strategy. The teacher’s scaffold is released when the child is able to complete or apply the strategy on his/her own. Finally, the child will apply the strategy independently on his/her own in new situations. The gradual release of responsibility is critical in my classroom. I am a Reading Recovery teacher and Literacy coach and need to decide what the child/teacher needs next in order to accelerate his/her learner. Next, I need to clearly model the strategy and then support the child/teacher in using this strategy with support. I need to observe the child/teacher using the strategy independently and then call for him/her to use the strategy independently in order to accelerate their …show more content…
It allows the workshop to run independently without a teacher in charge, freeing up the teacher to confer and work with small groups of students uninterrupted. I had a student who was unsure of where to throw away a juice box, I asked him, where he usually put his garbage at lunchtime, to which he happily, declared, “In the garbage.” I remarked that I thought he was a really good problem solver and I would come to him for ideas. This exchange will empower him to know he has the skill set to make decisions and that is what we need our readers and writers to do as well. Make decisions. They need to make decisions about whether or not their reading makes sense. They need to make decisions about how they want to say something and write it down in a manner that others can