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Reading Log 6

Reading Log 6

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Published by Alyssa Dekany

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Published by: Alyssa Dekany on Apr 27, 2011
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04/27/2011

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Alyssa DekanyReading Log 6
Kidwatching, Ch. 6
Observations:
o
-Miscue – reader’s unexpected responses to written text-Miscue’s reveal reader’s capacity-Kidwatchers are aware that the more they understand the nature ithe miscues their children make, the better they are able to supporttheir reading development.-Miscue analysis strategies, page 63-Materials needed for miscue analysis:-Complete storyboo-Summary outline of the storybook -Typescript of the complete reading material that is formatted tolook like the original and is double spaced-A tape recorder with a blank tape-Document miscue’s in the following ways (page 68):
substitutions
omissions
insertions- How to choose appropriate materials: Page 72-Explanations for Miscue Profiles, Pages 74-75- Wonderings:
How many mistakes and miscues are acceptable? When are there enough todetermine that the child is struggling and needs extra help?- Connections:- In the field, my teacher frequently reads the class a story, and then gives them alittle booklet of the story with pictures that they can color themselves. At their station,they are supposed to read the story as they color, and simple words from the story aremissing for the student to fill in. Although this is not exactly the same, it relates.
R&C Ch. 5
Observations:
Eight comprehension strategies that provide a firm scientific basis for instruction:
o
Comprehension monitoring
o
Cooperative learning
o
Graphic organizers
o
Question answering
o
Question generating
o
Story structure/text structure
o
Summarizing
o
Multiple-strategy instruction
Schema theory: theory that explains how information we have stored in our minds
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helps us gain new knowledge
Schema: can be thought of as a kind of file cabinet of information in our brainscontaining related:
o
Concepts
o
Events
o
Emotions
o
Roles
Readers can remember text without learning from it
Example: Might remember learning the definition & might be able to recite it butcould not apply it to anything
Surface code: printed text that preserves in the reader’s memory for an extremelyshort period of time with the exact letters, words, and grammar or syntax of thetext
Construction-integration theory: explains the complex cognitive processes used by readers to successfully comprehend a text
Situation model: what the text is really all about: ideas, people, objects, processes,or world events
Teachers are aware that they need to explicitly teach comprehension strategies tochildren
Benchmark standards: minimum expected outcomes
Oral story retellings can be elicited to children by:
Involving the use of pictures or verbal prompts related to the story
Using unaided recall, so students can retell the story without picture or verbal prompts
K-W-L process:
o
K: What I Know
o
W: What Do I Want to Learn?
o
L: What I Learned
Question-Answer Relationships: a strategy for teaching students how to answer questions asked of them
Elaborative interrogation: a student-generated questioning intervention
Metacognition: the act of monitoring one’s unfolding comprehension of text
Strategies for use by readers to experience comprehension failure:
Ignore the problem and continue reading
Suspend judgment for now and continue reading
From a tentative hypothesis, using text information, and continue reading
Look back and reread the previous sentence
Stop and think about the previously read context; reread if necessary
Seek help from the environment, reference materials, or other knowledgeableindividuals- Wonderings:
When do you use each strategy when readers experience comprehensive failure?-Connections:-When students in my class don’t know how to spell words, they
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look around the room for the word on the wall on the posters.They seek help from the environment and reference materials posted.
Chen Ch. 7
Observations:
Independent reading workshop is where work during shared reading, guidedreading, interactive read-aloud and word work come together.
o
Where students apply everything they learned & practiced
o
Gives all students the chance to be readers
It provides English learners with exposure to language
Independent reading workshop:
o
Key elements: should have a general structure-Minilesson: help children become thoughtful readers-Independent reading-Partner talk time-Whole-group share
Assessing readers:
o
Assess current reading levels
*Figure 7-8 Structure of Reading Workshop*
*Figure 7-14 Possible Minilessons*
** use sticky notes while reading since students cannot write in their books
Giving students time to read is key to any language arts program because themore children read, the better readers they will become while developinglanguage
Chen Ch. 10
Observations:
Word work is a foundation for communicating and gaining meaning from oral andwritten language
Includes a variety of linguistic and interpretive skills:
o
Concepts about print: recognizing words and pictures and their relations toeach other -Sharing labels: students can bring in a advertisement from home, break students up into small groups and have them share what they brought in
o
Phonemic awareness: ability of children to isolate, identify, andmanipulate spoken sounds-Name that sound: use different items from the classroom or hometo create sound, students listen carefully and try and guess what thesound is made from
o
Phonics: match spoken sounds to corresponding letters and letter combinations (graphemes)
o
Sight words: during shared reading teacher should pick high=frequencywords to review with the class
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