Comprehension

In the article “Comprehension Strategies for Early Readers”, I liked the example about making connections and the Velcro Theory. Explaining that it is easier to learn new things by sticking the new things you learn to things that are already know. Even in college I find that theory true when trying to learn a new definition or idea. I try to find things that are already in my brain to associate the new definition or idea to. Chapter 7 in the book provided some great examples to help children comprehend what they read, like Literate Conversations, Informational Text Lessons, and Think-Alouds.  At the elementary age children are so focused on the actual reading part and making sure that they read smoothly and pronounce the words correctly, that they forget to comprehend what they are reading.

I think the most important thing for teachers is to remember that is just as important for students to comprehend as it is to read. It is important to provide the students with work and assignments that lets them decipher the text, rather than go back and just find the answers without actually understanding what the texts is saying. I know for me that visualizing what I am reading plays a big part into what I am reading. It is best if the children think of what they are reading as a story. That is why I thought Visualizations and Mind Movies was such a great idea. The students can see the story visually and match the pictures up the words that they read. Overall, I think the articles I read provided me with some wonderful tools for comprehension, and explaining to my future students that it is more than just reading, it is also the act of understanding what you are reading. 

://crescent.rale.k12.wv.us/Webpage/comprehension.htm- MORE IDEAS!

Fostering Fluency

AlthoughitisfallbreakIamdoingmyhomeworkformyreadingeducationclassIamprettyproudofmyselfthatIamnotdoingthisthenightbeforelikeIusuallydoIreadchapterfouranditistitledfosteringfluencyIfounditinterestinganditgavesomegreatexamplestouseintheclassroomAlsoIneverrealizedhowdifficultitistonotusethespacebar.

The words above are my copy of the example that they provided in the beginning of Chapter 4- Fostering Fluency by Cunningham and Allington. If you had a difficult time reading that and had to pause, you have experienced what it feels like when you cannot read something fluently. I thought it was neat way to start out the chapter, it put the difficulties that children have with reading in perspective for me. I am so use to being able to read without struggle, it almost reverted my mind back to when I was in elementary school learning to read, and it brought back the struggles I remember having. At this age, the one thing that I can compare children’s difficulty of reading to is me in my Spanish class trying to read and comprehend the words of a different language. If I have a difficult time with a word and have to pause and look it up, I lose my whole train of thought and lose any comprehension that I had of the sentence or paragraph. So in a sense, even thought I am in college I can understand the struggle and the frustration that children have towards reading.

CLICK THIS!!! http://msjordanreads.com/2012/02/26/fluency-boot-camp/ _

The link above is great idea for the classroom, it is called Fluency Boot camp and provides a lesson plan, activities, and the worksheets needed for the lesson. It seems like a fun idea! 

Making Words

This article represented a little irony for me, considering that I spent all weekend babysitting children who are learning to both read and write. On Friday, I actually spent time in an elementary school working with children who are struggling with writing. I noticed a lot of typical mistakes the children made when attempting to spell pretty simple words. One of the little girls I was working with was trying to spell “feel”, but instead spelled “fiel”.  Even though some of the words were spelled wrong, the children were still using the word in the correct context, so I understood pretty easily what they were trying to write. Also, at dinner tonight I was trying to help my five year old niece understand rhyming words and how you can change the first letter of pat to b and make bat, which also rhymes. So I feel like this article is right up my alley!  I think Cunningham and Cunningham’s article “Making Words” would be a great activity to do of course in the classroom, but even for the children I work with, for the children I babysit, and my niece. It provided a fun and interesting way for children to improve phonics and spelling, which will lead them on the road to being a better reader! I remember doing this activity on the chart in elementary school, but I found more fun ways to do this...

I thought this was such a cute idea! Since the two sides of the eggs can slide around, this is a great way for "Making Words"

Source: http://pinterest.com/pin/278519558174722268/

A great idea for parents to do at home for this purpose is fridge magnets!