It sounds like you are on the same page as me, with connecting reading to symbols, pictures and facial expressions. I agree with learning the meaning of symbols before you are able to read. We (humans) are verbal creatures and will naturally make sounds, such as "a", but when we learn how to put the sounds together, we can communicate something specifically, such as apple.
Go point that it is the teacher's role to connect the words/symbols to what they already know. Learning to read and learning in general is supported through the process of making connections--making connections to previous experiences, to background knowledge, information already stored in their minds, etc. This is why we don't want to teach skills in isolation. The more context we can bring to the words through books, pictures, relevant experiences, the greater the chance they will be able to make sense of the symbols. Does this make sense?
What you said about connecting what you already learn with something new is huge. It reminds me of football. I don't have a clue as to who does what and why and when one rotates. I can watch the teams move closer to their goals and cheer when one scores (and can "boo" when my team is striped)- but I have to be taught the roles of each player before I can fully understand the meaning and context of how the game is played- one player, one position at a time. I enjoy the game-but miss a lot of what is really going on. This also can happen in our class- we may be thrilled with the attendance at the end of the year- but some students may have missed the boat while in class.
Congratulations Sarah! More later, but I wanted to congratulate you on your successful post. JIll
ReplyDeleteIt sounds like you are on the same page as me, with connecting reading to symbols, pictures and facial expressions. I agree with learning the meaning of symbols before you are able to read. We (humans) are verbal creatures and will naturally make sounds, such as "a", but when we learn how to put the sounds together, we can communicate something specifically, such as apple.
ReplyDeleteGo point that it is the teacher's role to connect the words/symbols to what they already know. Learning to read and learning in general is supported through the process of making connections--making connections to previous experiences, to background knowledge, information already stored in their minds, etc. This is why we don't want to teach skills in isolation. The more context we can bring to the words through books, pictures, relevant experiences, the greater the chance they will be able to make sense of the symbols. Does this make sense?
ReplyDeleteWhat you said about connecting what you already learn with something new is huge. It reminds me of football. I don't have a clue as to who does what and why and when one rotates. I can watch the teams move closer to their goals and cheer when one scores (and can "boo" when my team is striped)- but I have to be taught the roles of each player before I can fully understand the meaning and context of how the game is played- one player, one position at a time. I enjoy the game-but miss a lot of what is really going on. This also can happen in our class- we may be thrilled with the attendance at the end of the year- but some students may have missed the boat while in class.
ReplyDelete