Jared Weisberg
September 29th, 2014
Chapter 4: Beyond "Sound It Out" was extremely helpful when reading because I experienced this strategy when working one on one with my Field Experience student. For instance, I observed that my student is a very strong reader, however, I also acknowledged he skips over words he doesn't know how to pronounce. I wasn't very upset when he did this because I understood how it felt to not be able to pronounce the word. I used the skills I was taught in Chapter 4 and put them into use to observe if they would work. I first introduced MSV which stands for meaning, structure and visual. I explained to him how to incorporate meaning, structure and visual into his reading to help better understand what the word means and how to pronounce it properly. But the strategy I noticed that he kept using while reading was meaning. For example, he would try and gain knowledge from pictures in the text and see if it made sense when he would read aloud to himself again. After a few attempts he started to understand that if the fluency matched up with the picture and sentence, it was correct. I was very pleased with his relentless attitude but also proud that my Elementary Teachers also taught me this strategy when I was younger as well. I'm thankful they taught me this since I'm able to continue teaching this strategy to other children. Overall, I thought this was a very helpful Chapter since we acknowledge as teachers that students continue to display trouble with fluency and problem solving an unknown word by themselves. Its important that we take note of the helpful ideas given to us in this chapter and use them in our future classrooms when working with students.
Sunday, September 28, 2014
Sunday, September 21, 2014
Chapter 5 and 10 Catching Readers Response
Jared Weisberg
September 21st, 2014
3rd Post
After reading Chapter 5, I had countless memories of Elementary School flow through my mind. In particular, the reading to children and reading with children. I felt a very strong connection to the text in these few pages because I could recount all the times my past teachers displayed these same strategies or even my parents. For instance, in the text it stated how we have two kinds of reading aloud: the traditional read-aloud and the interactive read-aloud. The major difference is that the comprehension strategies are used during the interactive read-aloud because their is much more discussion going on. However, I find both methods of reading aloud to be extremely effective and especially beneficial. The traditional read aloud is a great tool to use when your parents read a story to you before bedtime because it allows you to get lost into the story. As a result, you feel as if your one of the particular characters in that story. It helps you have a better understanding of the story and want to continue reading. On the other hand, the interactive read aloud is fantastic because it allows students to get a better understand of how to incorporate comprehension strategies into their reading. Children learn how to predict, question, visualize and make connections. As one can see, reading aloud is more than just story time, it helps students develop into stronger readers and especially learners. Lastly, I remember reading the book, "If You Give A Mouse A Cookie"because my mom implemented the traditional read aloud. Ever since she read that book to me, I can recount almost the whole story because I felt as if I was that mouse. Till this day it's one of my favorite books of all time and I'm very thankful my mom introduced this book to me through read aloud because that is the whole reason why I love the book. I plan on doing read alouds to my future students with both strategies (traditional and interactive).
September 21st, 2014
3rd Post
After reading Chapter 5, I had countless memories of Elementary School flow through my mind. In particular, the reading to children and reading with children. I felt a very strong connection to the text in these few pages because I could recount all the times my past teachers displayed these same strategies or even my parents. For instance, in the text it stated how we have two kinds of reading aloud: the traditional read-aloud and the interactive read-aloud. The major difference is that the comprehension strategies are used during the interactive read-aloud because their is much more discussion going on. However, I find both methods of reading aloud to be extremely effective and especially beneficial. The traditional read aloud is a great tool to use when your parents read a story to you before bedtime because it allows you to get lost into the story. As a result, you feel as if your one of the particular characters in that story. It helps you have a better understanding of the story and want to continue reading. On the other hand, the interactive read aloud is fantastic because it allows students to get a better understand of how to incorporate comprehension strategies into their reading. Children learn how to predict, question, visualize and make connections. As one can see, reading aloud is more than just story time, it helps students develop into stronger readers and especially learners. Lastly, I remember reading the book, "If You Give A Mouse A Cookie"because my mom implemented the traditional read aloud. Ever since she read that book to me, I can recount almost the whole story because I felt as if I was that mouse. Till this day it's one of my favorite books of all time and I'm very thankful my mom introduced this book to me through read aloud because that is the whole reason why I love the book. I plan on doing read alouds to my future students with both strategies (traditional and interactive).
Sunday, September 14, 2014
"Catching Readers" Chapter 1, 2 and 3 Blog Reaction 9/14/2014
Jared Weisberg
September 14th, 2014
"Catching Readers"
Over this past weekend I read Catching Readers Before They Fall and was very intrigued with the specific chapters I read. Chapter 3 caught my attention because it made me reminisce on my learning experiences in Elementary School and how similar they were towards the examples that were given. It made me believe that my past teachers addressed the Vygotskian Theory model in our classrooms because they found so much success. I can recount numerous times were I had difficulty reading in 1st grade and comprehending specifically what I was reading. As a result, my teacher performed ZPD on me to help me better understand. For instance, she first selected a novel that sparked my interest then she would explain to me what we were about to read. My teacher would then begin reading aloud to me but would stop after every two-three pages to explain to me what was happening and how she knew that. She gave me tips and advice like visualization and relating the story to personal experiences. After she read aloud one chapter to me, she asked me to do the same thing to her. After I completed reading the chapter aloud and explaining to my teacher what was happening, she then told me to pursue the book independently and just act as if she was there the whole time. As a result, this specific scenario helped developed me into the reader I am today. As one can see my teacher followed the ZPD method and it helped me exponentially. This inspires me to follow my teachers footsteps with the relation to Vygotskian Theory and apply similar methods to my future students so I can help them to the best of my ability.
Monday, September 1, 2014
1st Blog 9/1/14
Chapter 2 and 3 Richard Allington
Jared Weisberg
After having read Chapter 2 and 3 of Richard Allington's book, I was extremely intrigued with what he explained. For instance, in Chapter 2 Richard stated, "Almost any one of my professors requires more reading and writing for a single course than was required by all of my high school teachers together during my senior year" (Allington 19). As soon as I read this quote I immediately thought back to my Senior year of high school and couldn't help but agree with Allington. Being a current college student I understand where Allington is coming from because I can't even begin to count how many papers as well as pages I have read or written thus far. It makes me understand how different the curriculum for college is compared to high school and how it should be changed so their isn't such a dramatic gap. As a result, students like myself shouldn't come into college with the little preparation of reading and writing received in high school. Instead, we should take the advice given in Chapter 2 that schools need to develop standards for expected volumes of reading and writing and make sure that they're met. If every school K-12 had a very detailed and organized plan that allowed sufficient time during the day to allow students to read or write on their own, I strongly believe we would see a dramatic change for the better. We would observe students becoming stronger readers as well as writers and even acknowledge an increase in knowledge because they're soaking in everything they read or write. On the other hand, Chapter 3 emphasizes that in order to have successful readers and writers we need to visually see schools implementing these plans into their classrooms. Such as, having a quiet space to read or write or having multiple bookshelves in your classroom so that books are at the fingertips of the students. I can personally relate to this because in my Elementary schools I can vividly remember how comfortable and quiet the reading sections were in the classrooms and also the library. Having these quiet, secluded, and comfortable reading sections in the library and classrooms allowed the students like myself to engage in reading and writing in a fun way. I will always remember looking forward to reading or writing because I would always go to the same beanie bag and engage in my book in a comfortable way. If all schools dedicated 20-30 minutes a day to quiet reading or writing then I believe we would be meeting our goal of having students become stronger and better readers as well as writers. It's the little things like having posters, beanie bags, bookshelves, and rocking chairs that influence children to participate in reading and writing in a positive manner. All we need to do is make sure we implement these few little things into our classroom so that we can create the best environment for our students to succeed in reading and writing.
Chapter 2 and 3 Richard Allington
Jared Weisberg
After having read Chapter 2 and 3 of Richard Allington's book, I was extremely intrigued with what he explained. For instance, in Chapter 2 Richard stated, "Almost any one of my professors requires more reading and writing for a single course than was required by all of my high school teachers together during my senior year" (Allington 19). As soon as I read this quote I immediately thought back to my Senior year of high school and couldn't help but agree with Allington. Being a current college student I understand where Allington is coming from because I can't even begin to count how many papers as well as pages I have read or written thus far. It makes me understand how different the curriculum for college is compared to high school and how it should be changed so their isn't such a dramatic gap. As a result, students like myself shouldn't come into college with the little preparation of reading and writing received in high school. Instead, we should take the advice given in Chapter 2 that schools need to develop standards for expected volumes of reading and writing and make sure that they're met. If every school K-12 had a very detailed and organized plan that allowed sufficient time during the day to allow students to read or write on their own, I strongly believe we would see a dramatic change for the better. We would observe students becoming stronger readers as well as writers and even acknowledge an increase in knowledge because they're soaking in everything they read or write. On the other hand, Chapter 3 emphasizes that in order to have successful readers and writers we need to visually see schools implementing these plans into their classrooms. Such as, having a quiet space to read or write or having multiple bookshelves in your classroom so that books are at the fingertips of the students. I can personally relate to this because in my Elementary schools I can vividly remember how comfortable and quiet the reading sections were in the classrooms and also the library. Having these quiet, secluded, and comfortable reading sections in the library and classrooms allowed the students like myself to engage in reading and writing in a fun way. I will always remember looking forward to reading or writing because I would always go to the same beanie bag and engage in my book in a comfortable way. If all schools dedicated 20-30 minutes a day to quiet reading or writing then I believe we would be meeting our goal of having students become stronger and better readers as well as writers. It's the little things like having posters, beanie bags, bookshelves, and rocking chairs that influence children to participate in reading and writing in a positive manner. All we need to do is make sure we implement these few little things into our classroom so that we can create the best environment for our students to succeed in reading and writing.
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