I greatly enjoyed reading all the different strategies that Gibbons presents in chapter 5. There were several for each stage of reading, before, during, and after. I also liked the point Gibbons makes in the beginning. Understanding text takes more than one strategy and actually requires several strategies at once to figure out whats going on. Especially for ESL students, finding good reading strategies is key to their development in literacy. The pre-reading strategy I thought was good for ESL students was having the story read in their native language first, whether by a parent or the teacher, and then again in English. Even if there are a majority of native English speakers in your classroom it will emphasize the importance and value of foreign languages. It also communicates to the students that all languages are a form of communication.
I also found the list at the end of the book for story criteria quite useful. Repetitive language, and a repetitive event that culminates into a storyline are beneficial to all language learners. It helps them learn the vocabulary of the story quicker and join in reading sooner, and also helps them predict what might happen next. Another good criteria that was in the list was illustrations that represent the text. Text is hard to understand when it stands alone for ESL students, and illustrations can serve as verbal cues to what is happening in the story. It can help them figure out problem words and understand the meaning of the words with less difficulty. Overall I thought the Gibbons chapter had many "gems" for teaching students whether they are ESL or not, especially with the before during and after phases of reading.
Kyle Williams-
Saturday, January 31, 2009
Tuesday, January 27, 2009
Tompkins; reading strategies
I loved how the Tompkins book summarized the five types of reading. I also enjoyed how they criticized each type of reading to show that there was no “right” way to have students read. I must admit that my CT uses many of these methods of reading. My personal least favorite, in her class, would have to be reading aloud to the students. My CT sits in her chair while the students sit at their tables. Students are allowed to be drawing but not talking or doing any other type of schoolwork while Mrs. M reads. Most of the class sits with their head on their desk, while others find ways to talk to each other. This is a third grade class full of energy, and while I think it’s great for them to have a break they can count on during their day, I don’t think this is the most effective way to have children listen to a story. I wish the students each had a copy of the book so that they could follow along (shared reading). I wish that they could see how Mrs. M uses different tones of voice, and how she pauses at the appropriate times.
I realize that my CT also uses other methods; buddy reading most of the time. Students are encouraged to read during their spare time, between assignments and so on. Students are allowed to sit anywhere in the room, as long as their comfortable, and with whomever they choose. If they become a distraction to the rest of the class they are told to move apart. However, some students find ways to sit with their book in front of them without actually reading their book. This is usually when myself, or the other intern step in. We asked these problematic children to read to us, because we are interested in the book they have. For the most part the children love the attention and they read until we tell them to stop. This example of guided reading is most effective when students have that one on one time with us.
I realize that my CT also uses other methods; buddy reading most of the time. Students are encouraged to read during their spare time, between assignments and so on. Students are allowed to sit anywhere in the room, as long as their comfortable, and with whomever they choose. If they become a distraction to the rest of the class they are told to move apart. However, some students find ways to sit with their book in front of them without actually reading their book. This is usually when myself, or the other intern step in. We asked these problematic children to read to us, because we are interested in the book they have. For the most part the children love the attention and they read until we tell them to stop. This example of guided reading is most effective when students have that one on one time with us.
Tompkins Chap. 2 Response
In Tompkins chapter 2 that focuses on the reading and writing processes, I loved how the chapter was so appropriately divided into the steps of each process and the nice balance that can be formed between the two, or rather the cooperation between the two. Both the reading and writing processes follow step-by-step methods that clearly guide learners onto successful paths as they mature in both areas, independently and collectively.
Something I found particularly important was the pre-stages for both reading and writing. In regards to pre-reading, as both a student and a future teacher, I have never thought to put enough time into this step of the process; a habit that I would like to break myself of very quickly. Pre-reading by gaining some background knowledge on the book or story that is about to be read can be an amazing help to understanding the inner workings and profound meanings that a story may have to offer. Not knowing anything beforehand is usually acceptable, but why not dive in deep and embrace the gained information to its fullest potential? This is something that I’ve always wished I would do more of before reading a text, and something I know that I need to focus more on in terms of writing my own literacy lesson plans for students.
The Pre-stages of writing are also very important for their own reasons. Brainstorming your ideas before lining them up and laying them down on paper can be a huge time saver when it comes to having a clean and organized, finished product. This early stage of a process has come a little easier to me than the pre-reading one during my time as a student, but going through the rest of the steps and spending an adequate amount of time at each of them has also been a struggle of mine. It seems as though my CT does a wonderful job of giving the students enough direction and time to follow these steps, and I sincerely hope that I will one day be a great example of this as well. My biggest concern with this: running out of time. I want to give my students a good amount of time to pre-write, draft, and revise and to feel comfortable before heading into the final stages of the process. But what if this ends up taking much more class time than originally planned?
Something I found particularly important was the pre-stages for both reading and writing. In regards to pre-reading, as both a student and a future teacher, I have never thought to put enough time into this step of the process; a habit that I would like to break myself of very quickly. Pre-reading by gaining some background knowledge on the book or story that is about to be read can be an amazing help to understanding the inner workings and profound meanings that a story may have to offer. Not knowing anything beforehand is usually acceptable, but why not dive in deep and embrace the gained information to its fullest potential? This is something that I’ve always wished I would do more of before reading a text, and something I know that I need to focus more on in terms of writing my own literacy lesson plans for students.
The Pre-stages of writing are also very important for their own reasons. Brainstorming your ideas before lining them up and laying them down on paper can be a huge time saver when it comes to having a clean and organized, finished product. This early stage of a process has come a little easier to me than the pre-reading one during my time as a student, but going through the rest of the steps and spending an adequate amount of time at each of them has also been a struggle of mine. It seems as though my CT does a wonderful job of giving the students enough direction and time to follow these steps, and I sincerely hope that I will one day be a great example of this as well. My biggest concern with this: running out of time. I want to give my students a good amount of time to pre-write, draft, and revise and to feel comfortable before heading into the final stages of the process. But what if this ends up taking much more class time than originally planned?
Monday, January 26, 2009
Tompkins Chapter 2
As I read Tompkins, I kept thinking of all the times in middle school and high school where round-robin reading was the method used. I also noticed that the book states round robin reading is not used anymore as the practice of it can lead to children being embarrassed and cause them to lose attention. I cannot count how many times I would get bored and either read ahead or be thinking about something else while reading aloud to the class. A method that could better be used would be the buddy reading method or shared reading. The buddy method could especially be useful in a class setting where many different readers are at different levels. This would not only be an enjoyable social activity for some, but it would also help students work together to read passages from the text. It would also allow students to teach others that are struggling, and by working together figure out unfamiliar words and problems that would arise.
Another familiar process mentioned in Tompkins chapter two is the writing process. In school I can remember using the writing process, and I still do today, although not as strictly. The one point I took from this writing process, besides the details of the process, was how between stages of the writing process it was important to take a day away from the product and return later to read it. This allows students to gain a fresh perspective on their writing.
The best information I took from chapter two in Tompkins is how the reading and writing process connect. Both have similar activities at each stage and have similar goals. Each process helps students construct meaning in reading and writing. It encourages them to bring their prior knowledge and past experiences to the classroom and share their ideas with fellow classmates.
Kyle Williams-
Another familiar process mentioned in Tompkins chapter two is the writing process. In school I can remember using the writing process, and I still do today, although not as strictly. The one point I took from this writing process, besides the details of the process, was how between stages of the writing process it was important to take a day away from the product and return later to read it. This allows students to gain a fresh perspective on their writing.
The best information I took from chapter two in Tompkins is how the reading and writing process connect. Both have similar activities at each stage and have similar goals. Each process helps students construct meaning in reading and writing. It encourages them to bring their prior knowledge and past experiences to the classroom and share their ideas with fellow classmates.
Kyle Williams-
Tuesday, January 20, 2009
Gibbons 1 & 2
As I read the first chapter I found a quote that I felt describes my pedagogy; “ For a teacher, this means building on what students already know, and providing scaffolding that is responsive to the needs of ESL students for the language and tasks they are not yet able to do alone.” (p. 13). I fully believe that drawing on what students (all students) already know is a great way to show relationships, and is a proved fact that students learn better by relating to what they already know. People have a systematic way to store information and when learning something new, if they can relate back and connect it to something they previously understand, they are more likely to remember it.
Nigel was a great example of this (p. 9). He started with a simple statement “try eat lid”. Through conversations with his parents he was able to put together a jointly constructed story. His parents simply asked him for information and helped him restate what he had already said. Nigel knew the information but not necessarily how to put the information together into a coherent sentence. With the help of his mother and father, Nigel constructed a story that anyone could understand without sharing the experience.
As for the communication part of learning, I agree completely with the book. Working in peer groups, pairs or even with the teacher requires different types of interactions. Those kinds of interactions are learned and students struggle with them all the way through college and beyond. This is why some teachers decide to give students roles, through these roles students learn what kinds of things they should be thinking about while in a group. Should there be a facilitator, a recorder, a reporter, a time manager, a task manager? All of these roles may be needed yet students may not always think of these “roles”. Starting at a young age students should be taught how to work in groups, how to work in pairs, how to work with teachers, etc.
I see a lot of opportunities for group work in my classroom. Many times my teacher with give instructions and then students are to work at their tables on whatever it is the teacher asks. By having her students sit at connected tables, students can work with a group, they can talk to their neighbors or some students even choose to work alone. It is quite nice to see that students can do what they deem best, and have the opportunity to work however they feel comfortable.
Nigel was a great example of this (p. 9). He started with a simple statement “try eat lid”. Through conversations with his parents he was able to put together a jointly constructed story. His parents simply asked him for information and helped him restate what he had already said. Nigel knew the information but not necessarily how to put the information together into a coherent sentence. With the help of his mother and father, Nigel constructed a story that anyone could understand without sharing the experience.
As for the communication part of learning, I agree completely with the book. Working in peer groups, pairs or even with the teacher requires different types of interactions. Those kinds of interactions are learned and students struggle with them all the way through college and beyond. This is why some teachers decide to give students roles, through these roles students learn what kinds of things they should be thinking about while in a group. Should there be a facilitator, a recorder, a reporter, a time manager, a task manager? All of these roles may be needed yet students may not always think of these “roles”. Starting at a young age students should be taught how to work in groups, how to work in pairs, how to work with teachers, etc.
I see a lot of opportunities for group work in my classroom. Many times my teacher with give instructions and then students are to work at their tables on whatever it is the teacher asks. By having her students sit at connected tables, students can work with a group, they can talk to their neighbors or some students even choose to work alone. It is quite nice to see that students can do what they deem best, and have the opportunity to work however they feel comfortable.
Gibbons chapters 1 &2
I found these two chapters to be very interesting and absolutely in agreement with how I feel about English language learners in mainstream classrooms. Every student should have the opportunity to have an individualized education program, language learners and native English speakers alike. English Language learners should not be singled out and placed into one group as they are most likely at different levels in their language learning experience as well as the fact that all students learn in different ways. I am aware that this is much easier said than done, but it is really important for all students to be gaining as much as possible from their educational experiences. As teachers must take the time to get to know our students and their preferred learning methods individually. In addition to this, the meaningful talk of chapter two falls right into place. Conversation and communication that occurs between the teacher and the students, or between peers, is very important because it can be both for basic practice of speaking and/or for meaningful attention to detail that will increase an English learner's speaking ability in the real-world. I have unfortunately only witnessed this somewhat in my field placement. My class is full of native English speakers, but there is a Spanish-Immersion Kindergarten class in the building as well. Hearing these students code-switch between Spanish and English is very interesting to witness, but I wish I could see more of what their actual lessons consist of.
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