Chapter 3 vocabulary

"Vocabulary knowledge can have a profound influence on reading comprehension." This is so true, because if you unaware of what the words mean that you read you can't possibly understand what you are reading. Just from working with my student every week with vocabulary, she makes it very clear that if she doesn't understand a word, she has no idea what she has read. So it therefore makes her unmotivated about what she is reading, because she doesn't understand it. So vocabulary is crucial to learning. I agree with the book when it compared the terms, "knowing" and "memorizing." It stated the memorizing a single definition is likely to fall short of usefulness. To "know" a word, you must understand its context and morphology and hypothesize its meaning based on these elements. Have students make a personal connection with words, to me, it seems that it should stick with them more, if they have reason to use it. When I was trying to teach my student vocabulary words, I did try to make it relate, but it really wasn't working. I can think back to my childhood days, and I remembering not being motivated about learning my vocabulary words. So how do I motivate students, since I understand how they feel about it, because I was too just like them.

Chapter 7

When we were assign this chapter to read about note taking, I was like, "Note taking?? You just do it!" From my memory, I can't recall someone actually breaking down how to take notes correctly. You either just copy word from word off the board what the teacher has written or you just write down things that sound important. As you can see my thoughts on note taking aren't very good. From the chapter I gather, note taking can really help a student be successful. "Better note takers generally do better in school and specific types of notetaking produce better results." I've always been a bad note taker, especially after reading this chapter, because a necessary skill is to be able to block out all other distractions when taking notes. It is nearly impossible to write down everything the teacher says, and I know I will try to do that when listening to a teacher while taking a notes. I will probably get one sentence of what is being said, and then be confused about the rest. So learning how to listen to key phrases is important, because notes become more valuable while studying. So when will be a good age/grade to introduce "how to note take?" This will be vital for a student throughout their education career.

Chapter 6

"Comprehension is the ability to derive meaning from text and requires students to mobilize strategies when they do not understand." I chose this quote because it seem like the most important reason for a graphic organizer, and that is to further a student's understanding of their learning. This activate comprehension strategies and metacognitive skills. The timing of any kind of instructional tool is important, and the same applies to the graphic organizer. They can activate prior knowledge, encourage brainstorming, record events in detail, or serve as a review of the topic. I personally like the idea of a graphic organizer, it will give the student a better outline of what they are about to read or to look for while reading.
I liked how the book said that, "These devices are important because they allow us to store information outside the body, because human beings are the only form of life that can store, organize, and retrieve data in locations other than our bodies." I never actually thought about it in that way. As i remember growing up, I suppose teachers didn't use the term graphic organizers or I just don't recall, but i know this would've been very effective for me if I used it more then. I can't recall doing graphic organizers before reading as much, and i think I would have payed more attention to the reading if so. So why don't teachers use graphic organizers that much, from the reading they seem to be very helpful for students. Anything that gets a child thinking about their own thinking is a wonderful tool.

Read Alouds and Text Talk

The article and the chapter from the book both pointed out some great points about text talks and read alouds. Most students prefer read alouds according to the chapter, and to some degree I can agree with that. From a student's point of view, take for instance Dr. Bishop's reading of the "Dust Bowl", just from him reading this book ,he really has me engaged with it. If I was to read it to myself, chances are it will not get read, because it would not hold my attention long enough. Like noted in the chapter, read-alouds are an oppurtunity for the teacher to share their enthusiasm and interest in the topic. He clearly makes the text come alive, which has made me very interested in the book, more than I would have ever been if I was reading to myself. I am able to make connections to the stories just from him reading it to the class. So younger students I am sure will be able to have the same connection to text when it is read to them, more so then them reading it to themselves. What if the students aren't able to make connections to the story, and have a hard time understanding?

Text talk is also another great way to interact with students while reading. According to the article, text talk interactions are based on open questions that the teacher poses during reading that ask children to consider the ideas in the story and talk about and connect them as the story moves along. I think it would be wise to show the pictures to students after children have constructed meaning from what was read. Most likely students will draw their predictions from the pictures, and not comprehend what is being read to them. Pictures can be a distraction for children, and they will focus more on trying to figure out what is going on in the picture, than actually listening to the words of the story. So save the picture to the end and after all follow up questions have been asked.

What if the text talk is unsuccessful, what approach should you take then?

Writing to Learn

Chapter 8 broke down, to me, more than the article and Iunderstood "writing to learn" better. It discussed, that alot of teachers often believe that writing is best left up to the English teacher, and that it shouldn't be used as much in other subjects. Which I can contest to, because when I was in middle school, I only remember writing heavily only in my English courses, not so much in others. Because of that, that made me so much enjoy writing and not enjoy English.

Writing to learn actually has you thinking about your thinking in a way. It shows what you really know and not just writing or throwing something down on paper. Like for instance this blog, it really has me thinking about what I am writing not only for it to make sense, but to show that actually understood what I read. One thing the article points out is that writing to learn engages students, extends thinking, deepens understanding and energizes the meaning-making process. The article had several different strategies to improve ways of writing to learn.

Another point the article made was creating checklists which is an role of assessment in writing to learn. Rubrics to me let students know what is expected out of their writing, it does not limited me in a sense that it does others. I feel that it points out what the teacher is looking for exactly, and that I am not writing about something that they are not looking for. Referring back to the article, a rubric "makes public the key criteria that students use in developing, revising, and judging their own work." This can improve a students work! Take for instance this blog, I wasn't sure how to go about and start writing it until Dr. Bishop sent out the example of a blog, and that showed me what he was expecting out of my blog. So not all the time checklists are good, but for some, like me, they are.

Response to: "Making a case and a place for effective content area literacy instruction in the elementary grades"

From this article, lot of interesting and concrning information I received from it. It discusses the importance of the need of the content area of literacy instruction to be taught in the younger grades such as beginning with kindergarten. Students are being tested on the basis of understanding what they are reading, and teachers are being pressured for improving the standardized testing performance.

Even from the blog that you that was email to us about this article said, and I agree with Connie, that as I was growing up I could not recall of being exposed to expository text as a child. Reading was not something I did for pleasure, which is what cripples me now, all texts I recall was just because "I had to read!"

The article really focuses on "Reading to Learn" oppose to learning how to read, because in the early grades that is the main focus. Exposing students to informational texts at a young age will not only expand their minds, but perhaps make students about reading to learn. It is especially critical in this information age, because students need to develop the ability to understand the languages of other subjects. This by which will motivate students. All reading should be made fun in some kind of way or another.

What other ways can we help encouraged young students to read to learn?

Does reading to learn improve the standardized test scores?

"Making a case and a place for effective content area literacy instruction in the elementary grades"