I really like the idea of re-using restaurant menus. Not only can they help students to learn reading, but they also can come in handy as props when students have a dress-up/costume free time.
I wonder, is there a way to make the language drills effective if students are engaged? Or do you think Smith is right in saying that they should be avoided? When learning about language development, it was noted that children are observing and figuring out patterns of speech in order to determine how they themselves should speak. Do you think language drills could overtly teach them the patterns, or is real-life practice and observation best? It's great that you are collecting functional texts like restaurant menus. Students need to be proficient at reading the many different kinds of texts that surround us in our daily lives!
"Follow the leader without thinking about it..." This is a good point you bring up in reference to the reading process--"metacognition." Metacognition is thinking about your thinking. When readers are able to think about their thinking/learning then the learning becomes more productive. For example, if a teacher has students make predictions about a story they are reading, it is helpful for the teacher to talk about the role of prediction in making meaning of print. That said, if students are simply going through the motions and not thinking about it, then it eliminates the metacognitive process. Does this make sense?
I'm glad that you have some new ideas to try with your reading group. It will be interesting to hear how implementing Smith's ideas impacts the group. I think that putting into practice what we read about and watching students over time is one of the best ways to learn about how children learn to read.
I really like the idea of re-using restaurant menus. Not only can they help students to learn reading, but they also can come in handy as props when students have a dress-up/costume free time.
ReplyDeleteI wonder, is there a way to make the language drills effective if students are engaged? Or do you think Smith is right in saying that they should be avoided? When learning about language development, it was noted that children are observing and figuring out patterns of speech in order to determine how they themselves should speak. Do you think language drills could overtly teach them the patterns, or is real-life practice and observation best?
ReplyDeleteIt's great that you are collecting functional texts like restaurant menus. Students need to be proficient at reading the many different kinds of texts that surround us in our daily lives!
"Follow the leader without thinking about it..." This is a good point you bring up in reference to the reading process--"metacognition." Metacognition is thinking about your thinking. When readers are able to think about their thinking/learning then the learning becomes more productive. For example, if a teacher has students make predictions about a story they are reading, it is helpful for the teacher to talk about the role of prediction in making meaning of print. That said, if students are simply going through the motions and not thinking about it, then it eliminates the metacognitive process. Does this make sense?
ReplyDeleteI'm glad that you have some new ideas to try with your reading group. It will be interesting to hear how implementing Smith's ideas impacts the group. I think that putting into practice what we read about and watching students over time is one of the best ways to learn about how children learn to read.