Chapter 5, A Comprehensive Literacy Framework, talked about the several different ways to read to, with, and by children as well as writing to, with, and by children. The book provides such sufficient examples that are going to be extremely helpful as we move forward with out classrooms at University but mostly as we move toward our future classrooms.
I think one of the big things that the chapter stresses is the need for flexibility from the teacher in these areas. One of the first things the authors discuss is that although all are necessary in the day, it's important that you know not all deserve equal time. It varies and depends solely on the needs of the students. The need for flexibility is reiterated through out the entire chapter. The teacher has to be flexible. Sometimes students need different things at different times. For example, on page 81, the authors talk about the chart being grouped by levels but sometimes it's specific needs. I think this can be especially beneficial in any classroom. For example, I'm working with kindergarten right now in my field experience. I think that grouping the children by specific needs at this time can be helpful. Some of the students can write letters correctly but many write them backwards while others use capital and lowercase interchangeably so that can be an example of how to group the students. I think that's a really helpful hint to teachers.
Another really important concept that the chapter discussed was this need to give children time to read. Just like the article we read by Allington earlier this semester, it's important to give students at least ninety minutes of reading time. This book discusses the need for reading time because if it's not there then students cannot use the processes they are learning. Another additional thing I liked that piggy backed with this is under the "Sample Daily Schedule," reading and writing practices took place in other subjects besides just reading and writing time. It was under math and science/social studies!
The Sample Daily Schedule really opened my mind up to some new ideas. Again, I loved that reading and writing were present through out the entire day in every subject, not just writing and reading. We are moving out of this reading and writing time only during our literacy blocks as we progress but when I was younger it wasn't exactly like that. Another awesome thing that I liked about the Sample Daily Schedule was the "explore time" first thing in the morning. I have never heard of or seen this in a classroom and I think it's wonderful. It allows students to engage but get their thoughts together first thing in the morning!
Chapter 10, Assessment: Looking Closely at Readers, provides great examples for how to help assess students. The very first page of the chapter quotes Fountas and Pinnel, "You cannot see into children's minds but their behaviors can guide your teaching decisions." I think this is important to note because I personally feel that by watching children you can learn so much about them. You cannot learn about the child if you are not watching their behaviors. And if you are but you are not writing them down then essentially you may miss a pattern or something very big. Another point on this page I liked was that you have to pay attention to what could be contributing to why a struggling reading is struggling. I believe by understanding this, you are likely to help them much more.
An important thing that I am taking away from this chapter is the importance in keeping track of your students each and every day. Like I said, I think this can help with numerous amounts of things. I like the way that the chapter gives pictures of how Katie does her tracking. I also noted how the authors discussed the need for keeping certain goals. In more than one example, Katie has clear goals and an approximate amount of time she wants to accomplish these goals. I think it's important to do this with your readers if only for those that are struggling. It helps guide you as a teacher.
Although I find these tools helpful, I think that we are approaching an era where we have better ways to keep track of things than in a binder. Many different applications and sites offer wonderful ways to track students learning needs. I think in my classroom, I will probably take notes daily but then track them into a site or app that I will be using. I think this provides a good way to look over the notes and think a little bit more about them too.
No comments:
Post a Comment