p.125 "When using repeated reading with Ted, a second grader, for instance, the diagnostic teacher found that simply discussing the miscues did not result in decreased miscues so she modeled her own self-correction and process..."
The teacher pointed out, and discussed miscues with the student and received no real result. When she made the decision to show the student the process she would use in the same situation the student responded because It caused him to think about what he was reading and whether or not it made sense. Sometimes what works with one student may not work with another. Just discussion may not work as well as physical examples.
p.127 "The teacher concluded that the passive reading behavior was due to a lack of experience with the task."
Sometimes students need physical examples of what they should be doing. A lack of confidence sometimes attributes to a student not being as active as they could during a task. Sometimes in class it is hard to get students to volunteer for reading. I find that when I start reading without asking for volunteers they decide they would like to take over on their own.
p. 125 "However, her primary purpose for collecting baseline data is to measure growth as the result of instruction."
I think having students read without assistance at first is a great way to see where they really stand and where they could use the most help. Another benefit is the fact that the teacher can really see what is helping the student and what isn't and change instruction as needed. Sometimes when i read with a class things need to be explained in different ways. If they don't understand with the first try the explanation needs to be modified or conveyed in a different way altogether.
p.130 "In many instances, however, the diagnostic teacher needs to consider several options before establishing the optimal instructional conditions."
Each student learns differently. What works for one child may not work for another. Also, depending on the difficulty the student has, it may take more than one technique to produce a result. It is the teacher's job to recognize the problem and best method for solving it.
p.132 "The diagnostic teacher becomes both teacher and evaluator."
We need to find the problem the student is having as well as the appropriate way to solve it. Evaluation is needed to find deficits in learning. Teaching happens during the process of finding the best method to fill the deficit. Some techniques work, while others may serve a better purpose when used in conjunction with one or more other methods.
Wednesday, February 25, 2009
Wednesday, February 11, 2009
chapter 4: Diagnostic Teaching
p.60: "Effective diagnostic teaching results in a balance of contextual Reading with strategy and skill instruction."
Students need guidance while they read. Mini lessons that include points or new strategies that enhance comprehension are necessary for students to benefit fully from instruction. Having them talk throughout heir comprehension or actively modeling how the teacher comprehends text is beneficial.
p. 61: "Like singing a favorite song over and over again, this procedure engages the readers in active reading and sets a supportive tone for the entire lesson."
This also builds confidence. students find comfort in something that is familiar. If each reading session is too challenging for the students they will learn to dislike the act itself. Also, each time the students reads a familiar and well-liked text they may find new things about it that they may not have seen the first time through.
p. 64: "The diagnostic teacher thinks about the kind of instruction needed before, during and after the student reads the selected story or chapter."
Sometimes instruction is needed before the student reads a text and sometimes it isn't. If the teacher wants to check comprehension or word identification they may have the student read the text without any prior explanation. When students are string a new unit or story it is probably necessary to discuss new vocabulary and new concepts to enhance comprehension and understanding.
p. 67: "This evaluation encouraged her to discuss how the strategies she was acquiring were influencing he reading fluency."
Students are able to see the fact that different strategies work to help them become better readers. By filling out a self-evaluation students become more accountable for their learning. They are also able to actively think about the degree of improvement, as well as what strategies they practiced to achieve that success.
p. 69: "Writing and reading influence each other, and both develop from children's desire to communicate."
I like the idea of predicting. Students can do one prediction before they read based on the title, inside and back cover and illustrations on a book. The teacher may then have students do predictions during reading to check comprehension and understanding. This process may also deepen understanding because the student has to reflect on what was already read to be able to predict what will happen next. At the end of a text the teacher could have the student write about how close their predictions were and if they were surprised by the events in the book.
Students need guidance while they read. Mini lessons that include points or new strategies that enhance comprehension are necessary for students to benefit fully from instruction. Having them talk throughout heir comprehension or actively modeling how the teacher comprehends text is beneficial.
p. 61: "Like singing a favorite song over and over again, this procedure engages the readers in active reading and sets a supportive tone for the entire lesson."
This also builds confidence. students find comfort in something that is familiar. If each reading session is too challenging for the students they will learn to dislike the act itself. Also, each time the students reads a familiar and well-liked text they may find new things about it that they may not have seen the first time through.
p. 64: "The diagnostic teacher thinks about the kind of instruction needed before, during and after the student reads the selected story or chapter."
Sometimes instruction is needed before the student reads a text and sometimes it isn't. If the teacher wants to check comprehension or word identification they may have the student read the text without any prior explanation. When students are string a new unit or story it is probably necessary to discuss new vocabulary and new concepts to enhance comprehension and understanding.
p. 67: "This evaluation encouraged her to discuss how the strategies she was acquiring were influencing he reading fluency."
Students are able to see the fact that different strategies work to help them become better readers. By filling out a self-evaluation students become more accountable for their learning. They are also able to actively think about the degree of improvement, as well as what strategies they practiced to achieve that success.
p. 69: "Writing and reading influence each other, and both develop from children's desire to communicate."
I like the idea of predicting. Students can do one prediction before they read based on the title, inside and back cover and illustrations on a book. The teacher may then have students do predictions during reading to check comprehension and understanding. This process may also deepen understanding because the student has to reflect on what was already read to be able to predict what will happen next. At the end of a text the teacher could have the student write about how close their predictions were and if they were surprised by the events in the book.
Monday, February 2, 2009
Chapters 5-6
p.81: "During this overlap or interface, students begin to take control of their learning while at the same time they encounter text that requires new strategies. They are assimilating new strategies while taking control over familiar strategies."
Students who have a strong base from which to start new learning naturally are able to use skills acquired previously to help them in the process. If they have experienced working through problems to find new understanding they will be more able and likely to use new and old strategies to help them through new stages of learning. When students are challenged they are able to persevere through difficulties while learning, and this sometimes has the most benefit in the end.
p. 86: "This ability to identify words provides an indication of how the student can recognize words in a passage or story and an indication of the fund of words that can be used to develop phonemic awareness."
The more words a student is able to recognize, the easier it will be for them to comprehend what they are reading. Also, knowing words on sight could help them to decode new or similar words while reading.
p. 93: "One way to assess the reader's strategic control of meaning construction is to evaluate the shift between prior knowledge and the text. To do this the diagnostic teacher can have students think aloud as they read."
This is a great way to see exactly what students are processing. I think it would be a great exercise for students to take turns "thinking aloud". This would allow them to see different strategies that their classmates use to construct meaning. Also, it would allow them to discuss their previous experiences and how they relate to the text.
p. 102: "As she continues her evaluation, she thinks about what the student did when the miscue changed the meaning. Those miscues that did not change the meaning are not evaluated."
The difference between proficient and struggling readers is that struggling readers will not question when a story doesn't make sense. Sometimes, I will be reading a story with a class and stop to check for comprehension, and some students can't tell me anything that is going on in the story. Had I not made the choice to stop and go over the text, they wouldn't have asked any questions in order to clear up their confusion.
p.110: "At each interruption, the teacher asks her to predict what will happen next in the story and why she thinks so."
This is great because the student is able to use prior knowledge as well as show comprehension. The student should be able to use the text to examine possibilities of what could happen in the story. If the student's prediction makes no sense, it would be a cue to go back and discuss details of the story.
Students who have a strong base from which to start new learning naturally are able to use skills acquired previously to help them in the process. If they have experienced working through problems to find new understanding they will be more able and likely to use new and old strategies to help them through new stages of learning. When students are challenged they are able to persevere through difficulties while learning, and this sometimes has the most benefit in the end.
p. 86: "This ability to identify words provides an indication of how the student can recognize words in a passage or story and an indication of the fund of words that can be used to develop phonemic awareness."
The more words a student is able to recognize, the easier it will be for them to comprehend what they are reading. Also, knowing words on sight could help them to decode new or similar words while reading.
p. 93: "One way to assess the reader's strategic control of meaning construction is to evaluate the shift between prior knowledge and the text. To do this the diagnostic teacher can have students think aloud as they read."
This is a great way to see exactly what students are processing. I think it would be a great exercise for students to take turns "thinking aloud". This would allow them to see different strategies that their classmates use to construct meaning. Also, it would allow them to discuss their previous experiences and how they relate to the text.
p. 102: "As she continues her evaluation, she thinks about what the student did when the miscue changed the meaning. Those miscues that did not change the meaning are not evaluated."
The difference between proficient and struggling readers is that struggling readers will not question when a story doesn't make sense. Sometimes, I will be reading a story with a class and stop to check for comprehension, and some students can't tell me anything that is going on in the story. Had I not made the choice to stop and go over the text, they wouldn't have asked any questions in order to clear up their confusion.
p.110: "At each interruption, the teacher asks her to predict what will happen next in the story and why she thinks so."
This is great because the student is able to use prior knowledge as well as show comprehension. The student should be able to use the text to examine possibilities of what could happen in the story. If the student's prediction makes no sense, it would be a cue to go back and discuss details of the story.
Thursday, January 29, 2009
Hello everyone! My name is Lauren Polizzi I am currently enrolled in the Literacy Masters program at N.U. If all goes well, I will graduate in December and I'm really looking forward to that! I am a Building-Based Substitute at Gaskill Preparatory School in the Niagara Falls City School District. I love it, but can't wait to have my own classroom!
http://lpolizzi.blogspot.com
http://lpolizzi.blogspot.com
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