Hi Sarah- I agree that there are different bits of advice from every direction. . .Sound it out's and learning site words. Which is the most effective? I don't think we know what works best until that student is older- then we adjust and keep adjusting- and that is why things keep changing. We aren't reinventing the wheel so to speak (or "read" in this case)- but I think we are trying to teach and learn in a more efficient manner that has lasting effects.The part you mentioned about regarding "Trusting" is huge. You know your daughter and have learned that she will ask you questions should she not understand the content. . .what about a student that reads ok, but doesn't ask questions??? As an adult, I use a 3 x 5 card for a book mark and write down words that I may not fully understand the meaning of. I google it later and write down the definition on the card-because the chance of that author using it again is the text is great. Thanks for sharing- B
HI there... Your Yodio post makes me think of several things. First, I am still surprised when I hear about ECE classrooms that are drilling kids on letters and sounds. When we think back to the whole language development thing and how we all learned to talk. We didn't learn to talk through drill and practice and words and sentences in isolation. We were not drilled on the grammar rules before we were able to make sentences. We learned to talk in context. We learned because we had a natural drive to communicate, because we had a need to get something, because we were curious, because we were in the world that was surrounded by print and really interesting things. So, if we take that process and overlay it on the reading process, this is how the majority of children learn to read. We learn to read b/c we love books, we are curious about things, we are exposes to tons of print--interesting print, because we have questions, and so on.... I know first hand that it is difficult to trust this when children are first learning to read. Good discussion you two.
Hi Sarah- I agree that there are different bits of advice from every direction. . .Sound it out's and learning site words. Which is the most effective? I don't think we know what works best until that student is older- then we adjust and keep adjusting- and that is why things keep changing. We aren't reinventing the wheel so to speak (or "read" in this case)- but I think we are trying to teach and learn in a more efficient manner that has lasting effects.The part you mentioned about regarding "Trusting" is huge. You know your daughter and have learned that she will ask you questions should she not understand the content. . .what about a student that reads ok, but doesn't ask questions???
ReplyDeleteAs an adult, I use a 3 x 5 card for a book mark and write down words that I may not fully understand the meaning of. I google it later and write down the definition on the card-because the chance of that author using it again is the text is great. Thanks for sharing- B
HI there...
ReplyDeleteYour Yodio post makes me think of several things. First, I am still surprised when I hear about ECE classrooms that are drilling kids on letters and sounds. When we think back to the whole language development thing and how we all learned to talk. We didn't learn to talk through drill and practice and words and sentences in isolation. We were not drilled on the grammar rules before we were able to make sentences. We learned to talk in context. We learned because we had a natural drive to communicate, because we had a need to get something, because we were curious, because we were in the world that was surrounded by print and really interesting things.
So, if we take that process and overlay it on the reading process, this is how the majority of children learn to read. We learn to read b/c we love books, we are curious about things, we are exposes to tons of print--interesting print, because we have questions, and so on....
I know first hand that it is difficult to trust this when children are first learning to read. Good discussion you two.