Each day in
kindergarten we read at least two read alouds. This helps me as a teacher to
think aloud and talk to my students about what they understand about the
content of the book. The importance of this modeling enables the learners to
apply concepts of reading and language into their strategies of reading. In order
to assist in student understanding, I model my own thinking as I read and ask
students to make connections to the story. This chapter helped me realize that
the teaching comprehension is often overlooked as a whole is small groups. Too
often we are asking the students to focus on using picture clues, phonemics,
and making connections instead of asking for an overall meaning of the content.
I like the question that Routman says we should ask our self, “How is this
procedure helping my students become more proficient and independent as
readers?”
As I conference
with students, I am becoming aware of how the students are making their own
connections and how they interpret meaning in their reading. This chapter was insightful in learning that
as readers should know how and when to use and apply a strategy in the act of
reading will help them gain understanding. Also, when students can combine
strategies, it will help them problem solve before, during, and after they read
which will be beneficial as a lifelong reader.
Your thoughts totally validate the balanced literacy model which is essential for student achievement. All of the components must work together so that our students are engaged and they read for meaning. This may be tricky in kindergarten as you work on language and letter and word recognition, but if we want them to enjoy reading and make progress as readers later on, then we must make it all meaningful experiences.
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