Chapter 3-Understanding What we Read: Comprehension, Vocabulary & Discussion.
The most important aspect for reading is comprehension. Without comprehension students are not gaining any information or knowledge but simply decoding words. There are several ways to assist students to increasing comprehension. One is to activate or supply prior knowledge. This may be accomplished by allowing students to discuss topics and share ideas. Students also need to increase their lexicon for a better understanding of reading. After reading teachers need to assess comprehension of reading. There are several way to check understanding having the students retell the story, story maps, comic strips, sketch-to-stretch, think-alouds, and dramatic recreations are all fun ways students can work together and share ideas.
Chapter 4- Responding to Literature
The way a student responses to reading has to do not only with motivation and interest of the text but also with the developmental stage of the student. It is important when offering text that the books are age appropriate and to the level of readiness.
Readers response to text varies with the connection students have to the text. It is important to offer the students text that is of interst to them as well to allow the students to choose what they want to read. Making a personal connection to the text is also important when the students see their culture or belief in a book. Students should be engaged in text and get lost in the reading so learning is fun and interesting.
Tuesday, October 27, 2009
Sunday, October 18, 2009
Children Literature
Here are a few books from many of my favorite authors.
Chato's Kitchen
By: Gary Soto
Grade Level: 2nd -3rd grade
Book Summary:
Chato’s Kitchen (Soto, 1995) is a hilarious bilingual story about a cat that tries to surprise a family of mice but instead gets an even bigger surprise. The story begins one day while Chato is hunting for something to eat. Chato hears the sound of little feet coming from next door and discovers new neighbors moving into the house next door. Chato invited the new family of mice over for a tasty dinner. The unknowing mice accept the offer not knowing Chato’s plan to make then the main course. After the mice accept the offer they remember that a friend is expected to come over and ask Chato is they could also bring the friend over for dinner. Chato thinks he will have a larger meal than first expected. To the surprise of Chato and his hungry cat friend Novio Boy the extra guest turns out to be a dog. The tale come to an end as all new found friends sit down to enjoy a great meal no mice included.
Teacher Use and Critique:
This book contains some Spanish words within the text. At the very beginning of the book there is a Spanish/English glossary to explain the words used in the story. This book can be used to show how having all sorts of friends help in life. The story is set in East LA and the author really sets the tone for this story by using Spanish slang to set the mood. I think this book would be greatly enjoyed by bilingual students.
Horton Hears a Who!
By. Dr. Seuss
Grade Level: 2nd -3rd grade
Book Summary:
Horton Hears a Who! (Seuss, 1954) is one of many Dr. Seuss classic collection of stories. This story features Horton who hears a very small voice on a speck of dirt. Although no one believes Horton’s crazy idea of little people on a speck of dust he is convinced he must protect the speck. After placing the dust on a clover he discovers the speck is home to a town of who’s from Who-ville. Horton is determined to save his new friends despite those around who do not hear the who’s. After having the speck taken away Horton searches for hours until he finds the clover that carries the speck. Horton tells his new friends that they must speak up to avoid an unavoidable death. Horton helps the who’s prove they exist and continues to protect them from harm.
Teacher Use and Critique:
This book can be used during a Unit celebrating Dr. Seuss. This book shows how someone can stick up for someone else to protect them from harm. Besides displaying friendship this book also encourages everyone to speak up and be heard. Although this book has great illustrations it only uses three colors. Red, White, and Blue can be seen on every page. This book has been featured in a full length movie as well as a short movie adapted from the book.
Gilbert the Great
By: Jane Clarke & Charles Fuge
Grade Level: 2nd -3rd grade
Book Summary:
Gilbert the Great (Clarke & Fuge, 2005) is a fiction book that shows a strong friendship between a great white shark and a remora. Gilbert the shark and Raymond the remora have been inseparable since Gilbert was a tiny pup. The two are suddenly forced to say goodbye when Raymond moves away with his family. Gilbert is brokenhearted and finds himself alone and unable to forget his friend. One day Gilbert’s mother takes him to a ship wreck to try to lift his spirits where Gilbert finds a crying remora. Gilbert befriends the remora and ask why she is crying. Rita the remora replies that she unexpectedly has moved with her mother and that she had to leave her best friend a shark. The two broken hearted friends realize that each has the other as the darkness that has been over them lifts opening up a new friendship.
Teacher Use and Critique: This book can be used by students who have recently moved or who have had friends move away. This is a great book to show that friends may leave but others come along. I feel that this book can be used to introduce or reinforce the idea of symbiosis. This is a good book to use to show the interaction of the two very different animals. One thing I did not like about this book was the fact that the Author did not mention the word symbiosis when telling the story.
Chato's Kitchen
By: Gary Soto
Grade Level: 2nd -3rd grade
Book Summary:
Chato’s Kitchen (Soto, 1995) is a hilarious bilingual story about a cat that tries to surprise a family of mice but instead gets an even bigger surprise. The story begins one day while Chato is hunting for something to eat. Chato hears the sound of little feet coming from next door and discovers new neighbors moving into the house next door. Chato invited the new family of mice over for a tasty dinner. The unknowing mice accept the offer not knowing Chato’s plan to make then the main course. After the mice accept the offer they remember that a friend is expected to come over and ask Chato is they could also bring the friend over for dinner. Chato thinks he will have a larger meal than first expected. To the surprise of Chato and his hungry cat friend Novio Boy the extra guest turns out to be a dog. The tale come to an end as all new found friends sit down to enjoy a great meal no mice included.
Teacher Use and Critique:
This book contains some Spanish words within the text. At the very beginning of the book there is a Spanish/English glossary to explain the words used in the story. This book can be used to show how having all sorts of friends help in life. The story is set in East LA and the author really sets the tone for this story by using Spanish slang to set the mood. I think this book would be greatly enjoyed by bilingual students.
Horton Hears a Who!
By. Dr. Seuss
Grade Level: 2nd -3rd grade
Book Summary:
Horton Hears a Who! (Seuss, 1954) is one of many Dr. Seuss classic collection of stories. This story features Horton who hears a very small voice on a speck of dirt. Although no one believes Horton’s crazy idea of little people on a speck of dust he is convinced he must protect the speck. After placing the dust on a clover he discovers the speck is home to a town of who’s from Who-ville. Horton is determined to save his new friends despite those around who do not hear the who’s. After having the speck taken away Horton searches for hours until he finds the clover that carries the speck. Horton tells his new friends that they must speak up to avoid an unavoidable death. Horton helps the who’s prove they exist and continues to protect them from harm.
Teacher Use and Critique:
This book can be used during a Unit celebrating Dr. Seuss. This book shows how someone can stick up for someone else to protect them from harm. Besides displaying friendship this book also encourages everyone to speak up and be heard. Although this book has great illustrations it only uses three colors. Red, White, and Blue can be seen on every page. This book has been featured in a full length movie as well as a short movie adapted from the book.
Gilbert the Great
By: Jane Clarke & Charles Fuge
Grade Level: 2nd -3rd grade
Book Summary:
Gilbert the Great (Clarke & Fuge, 2005) is a fiction book that shows a strong friendship between a great white shark and a remora. Gilbert the shark and Raymond the remora have been inseparable since Gilbert was a tiny pup. The two are suddenly forced to say goodbye when Raymond moves away with his family. Gilbert is brokenhearted and finds himself alone and unable to forget his friend. One day Gilbert’s mother takes him to a ship wreck to try to lift his spirits where Gilbert finds a crying remora. Gilbert befriends the remora and ask why she is crying. Rita the remora replies that she unexpectedly has moved with her mother and that she had to leave her best friend a shark. The two broken hearted friends realize that each has the other as the darkness that has been over them lifts opening up a new friendship.
Teacher Use and Critique: This book can be used by students who have recently moved or who have had friends move away. This is a great book to show that friends may leave but others come along. I feel that this book can be used to introduce or reinforce the idea of symbiosis. This is a good book to use to show the interaction of the two very different animals. One thing I did not like about this book was the fact that the Author did not mention the word symbiosis when telling the story.
Friday, October 2, 2009
Maya Angelou- Chapter 1 and 2
For this blog I will discuss the video we saw in class featuring Maya Angelou and Chapters 1 and 2. As always when I see Maya Angelou speak I always feel such admiration for her. After class I came home and re watched the video we saw in class as well as the rest of the videos. I loved that she has such a passion for poetry. During on of the many videos she says that College students should not go through school without learning about great American Literature. She says everybody should read everything. She has such great recommendations about poets. She quoted some of her favorite poems by memory.
Ms. Angelou makes such a connection with poems and really encourages people to read investigate great poems. I love when she quotes Terance saying "I am a human nothing human can be alien to me." Her discussion of this quote puts emphasis on the need for acceptance of humanity. She is ever so encouraging and recommends setting standards high.
Overall I truly love this interview and feel that Maya Angelou is one of the great poets.
Chapter 1- Believing in Living Literature
One key topic for this chapter is living literature. The textbook stresses that good instructors have a environment full of literature. I feel that it is important to not only offer the literature but to also grasp the interest of the students. During our discussion I found that it is very important to stay current and well read on various books and new books that are released. As a future teacher it is important to begin collecting books from all genres. The environment we offer in the classroom should consist of a comfortable inviting environment for all students.
Chapter 2- Culturally responsive classrooms
Teaching in American’s melting pot of culture puts an added responsibility on teachers today. This is a subject that is very important to me. I feel that one of the best ways to expose students to the multiple cultures of the students in the classroom is to have the students share their customs, value and beliefs of their home life. Funds of Knowledge (Moll,1994) expresses the belief that we must know our students better to value the knowledge and abilities that they bring with them to school. Teaching with this belief in mind will ensure that every student feels valued and equal.
Ms. Angelou makes such a connection with poems and really encourages people to read investigate great poems. I love when she quotes Terance saying "I am a human nothing human can be alien to me." Her discussion of this quote puts emphasis on the need for acceptance of humanity. She is ever so encouraging and recommends setting standards high.
Overall I truly love this interview and feel that Maya Angelou is one of the great poets.
Chapter 1- Believing in Living Literature
One key topic for this chapter is living literature. The textbook stresses that good instructors have a environment full of literature. I feel that it is important to not only offer the literature but to also grasp the interest of the students. During our discussion I found that it is very important to stay current and well read on various books and new books that are released. As a future teacher it is important to begin collecting books from all genres. The environment we offer in the classroom should consist of a comfortable inviting environment for all students.
Chapter 2- Culturally responsive classrooms
Teaching in American’s melting pot of culture puts an added responsibility on teachers today. This is a subject that is very important to me. I feel that one of the best ways to expose students to the multiple cultures of the students in the classroom is to have the students share their customs, value and beliefs of their home life. Funds of Knowledge (Moll,1994) expresses the belief that we must know our students better to value the knowledge and abilities that they bring with them to school. Teaching with this belief in mind will ensure that every student feels valued and equal.
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