It is important to expose students to various types of text because you want to gain their interest in reading and keep them reading, because students who read more are better at reading. It's a very simple thought that if students read often they become better readers. We as educators want to make sure that we are allowing students to enjoy reading rather than feeling pressured or forced into reading. Chapter nine gives you an explanation into the different types of texts and examples of them for use in the classroom. Reading not only comes from books but magazines, newspapers, signs, product labels, clothing, and many many more. The more students understand the importance of reading for life purposes the more they might be inclined to improve.
Chapter 10: Helping Children Comprehend
COMPREHENSION this is the most important word for me when it comes to teaching my fifth graders during our reading block. I am not teaching phonics but I am teaching my students HOW to understand what it is they are reading. Comprehension is what is going on in the reader's mind. Not only do students need to understand what they read but they need to understand readings that are read aloud to them through their listening comprehension. There are several reading comprehension taxonomies mentioned in this chapter and they include literal comprehension, interpretation, critical thinking and creative reading. All of these involve reasoning from the student to go beyond what the words are on the page. Students must work to find the main idea of a book to help comprehend the material to it's fullest. Good reader makes inferences when they are reading based on how the author wrote it. You should be constantly making predictions based on what the book is saying. Teachers should be instructing students through before reading, during reading, and after reading to fully grasp comprehension of a text. This chapter provides ample amount of examples for strategies to assess comprehension as well as instruct comprehension for all learner levels.
Chapter 11: Helping Children Acquire and Apply Vocabulary
Before I even started reading I thought about how I'm sure I can gain some strategies from this chapter to help me with my research question starting in the spring. I am going to be working on vocabulary acquisition with the incorporation of technology. The pyramid on page 256 shows how students learn to listen then work their way to speaking, then reading, then writing. I have seen this very explicitly in the population that I teach having all ELLs. I didn't think about how nouns are much easier to read but it makes sense because students can apply a picture to it. Throughout reading we use context clues but there are many types: definition/explanation/description, comparison/contrast, synonym/antonym, homonym, homograph, and homophone context clues. Vocabulary instruction should be purposeful with an end point in mind. This chapter too gave numerous examples of strategies to help build vocabulary knowledge in our young learners.
Comparing Opitz to the article I found:
The article I found about the tutorial process discusses the roles of the tutor and the purpose of the tutorial process. Throughout the article it discusses how you should find a problem and ways to help solve the problem. The tutorial process is a time for students to know what is meant to come out of the sessions and a time set aside each week to work on achieving the goal. It doesn't necessarily list strategies but throughout these three chapters in Opitz I am given various strategies to help a student in need. I am working with my tutee on comprehension and making sure to finish out words when reading for fluency. Both of these ideas are mentioned throughout the chapters with ways to teach a student to do these two things. Through the article I was informed on how I should approach my lessons and in what way it should run. Neither the article nor the text say the same thing but the end result is to help the tutee with a problem in reading.
Uden, L., & Beaumont, C. (2006). Technology and problem-based learning. (pp. 140-141). Hershey: Idea Group Inc. Retrieved from http://www.irma-international.org/viewtitle/30158/
Opitz, M., Rubin, D., & Erekson, J. (2011). Reading diagnosis and improvement: Assessment and instruction . (sixth ed.). Boston, Massachusetts: Pearson.
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