Select one of the early reading strategies mentioned in this chapter-checking and confirming, directionality, voice/print matching, early fluency and so on.
Share on the blog how the teaching might look for the strategy you choose.
Provide input to one other post on this chapter.
I had one of those aha moments as I read this chapter, page112, voice/print. I have student who we have just been working on writing his first name this year. Then we just started on last name. Reading that page and the red apple green apple and I was thinking about doing our own book with his name and a picture and then the word. I have been trying to figure out how to do the alphabet and now I want to just get him to dive in and feel good that he can read. I know we have been told this several times to do this in the time I have been at HPEC, but this chapter just hit me between the eyeballs! I think after this blog I will try out one book. Then have him make his book. Why did I forget this one?
ReplyDeleteI also think we will borrow the apple and see what happens. It might be awfully late in the year, but I think I will try.
I am not sure if this is what I am suppose to respond, but it is my moment!! THanks for the book and the moment.
Dot, It's good to have moments! Isn't it funny how you can "know" something but forget to do it? I am the same way. I will see or read something and think, "wow, I know about that and never do it". That's probably why it's a good idea to participate in book studies, workshops, etc. It's not always something brand new but it's almost always an awesome reminder of what we can/should be doing.
ReplyDeleteOne of the things I really liked in this chapter was the section on letter identification. The curvy letters, letters with sticks, etc. sounds pretty fun. Fortunately by the time I get them in 4th grade they already know all of their letters but if I ever have a student who doesn't, I hope I remember that strategy. An area that some of my kids do struggle with is self monitoring. They will just read and read with no idea or thought as to whether it makes sense. Once they miss one or two words, they will just change the rest of the words so it makes sense to them but is nothing like the actual text. I really liked the analogy of the bike tire and if you would keep riding after it went flat.
ReplyDeleteI think in my teaching it would look/sound alot like the suggestions in the book. Any time we are reading I can use questions like, does that make sense, does that look right, etc. I also think I should spend more time having my students paraphrase to check their comprehension. Sometimes I will have the student who is not reading paraphrase what the other one read. They have a tendency to not pay attention until it's their turn!
Dot and Rae Lyn as teacher sometimes I think we are like our kids we have so many strategies to use/choose from that we forget which ones to use or how they work sometimes.And I agree with Rae Lyn that doing workshops, book studies and so forth are good reminders. And Dot teachers all have the aha moments it just part of teaching.
ReplyDeleteThe part that I found interesting in chapter 7 was the self monitoring. I think this is something that I teach but don't really focus on it as much as I should. I feel that some students pick up on this naturally better than others. I ask my students these questions all the time when they make a mistake Did that make sense? and did that sound right? often times this is enough for them to realize they made a mistake. However I have not gotten all of my students to realize this on their own yet. I guess with those students I need to do a little extra prompting, modeling and supporting.
ReplyDeleteToni, I agree with you about the self monitoring section. As we have older students this part is difficult to teach. It falls back to the students becoming dependent upon us.
ReplyDeleteI question my students the same way Toni does, but they don't seem to catch their own mistakes. I watch my students read a word or two in a sentence and just keep going. It does not seem to register with them that the word they just read does not fit into the sentence. Fluency has a part in this self monitoring. If my student is struggling to decode each word then the sentence does not become fluent and therefore it doesn't make sense. My goal is to get my students to self monitor independently. I don't want to have to prompt them to go back.
I think this is the most exciting part of where I am in grade levels. I get the opportunity to see the leap from letter sounds and sight words to reading a book. I love that! It's like they say on page 113, the beginning patterned text is where they see they can read. My favorite one is "The Run Away Pumpkin"
ReplyDeleteRae Lynn's comment about students that just keep reading and reading without realizing they have made mistakes is also true of many of my students. I have on in particular that it is really difficult to work with because the words she inserts actually make sense! This means that whoever is listening to her has to be diligent and pay close attention to what she is reading - otherwise no one realizes she has read a word incorrectly.
ReplyDeleteDirectionality and voice/print match is a strategy I use often when teaching K/1 students. I have a little chant we do before reading any story. We say, "top to bottom, left to right." We say this together three times.
ReplyDeleteWhen reading I use pointers to point to big books or large print on the easel. When reading smaller stories in groups or with partners I have found various things that work for pointers. Here are a few: popsicle sticks, putting a finger puppet on students pointer fingers, using the long plastic fingernails (they usually have them around halloween) that fit over the top of fingers.
I really like the suggestion in the text about creating simple text with students' names for beginning readers to practice.