Reading the "Dyslexia and the brain: What does current research tell us?" by Hudson, High, and Otaiba has helped me understand those who have dyslexia much more than before. I remember the first time I heard the term, was when I was young and watching "The Cosby Show." The Cosby's son Theo was suffering from this learning disorder and I remember asking my teacher the next day on this condition. She told me that it's when you read words backwards just as they noted in the article. When she further explained it, she informed me that it was curable and that it was nothing to really worry about. After reading this article, I know she was wrong.
Because I read the article by Mesmer and Mesmer, "Response to Intervention (RTI): What Teachers of Reading Need to Know," first I kept the question in mind of how the two articles relate with one another and I had something in mind, assuming that I already knew what dyslexia was, but after reading both articles I had a hard time thinking how the to connect as dyslexia is incurable, "However, that does not mean that instruction cannot remediate some of the difficulties people with dyslexia have with written language." (page 510)
Although I could not find an immediate connection between the RTI article and dyslexia article, I automatically thought about Routman when I read that sentence. Throughout "Reading Essentials" she has written many teaching strategies to help educators teach
effectively. On page 512, in the dyslexia article, the authors suggest that "Explicit, intense, systematic instruction in the sound structure of language (phonemic awareness) and in how sounds relate to letters (phonics) is needed for readers with dyslexia."
Routman on page 51, writes about how younger grades enjoy literacy-rich environments in developing phonemic awareness. She claims that one of the most efficient and easiest ways to help develop this is by stretching out the sounds when writing. In my dyad placement, where one student was suffering with dyslexia, sat with an IA (instructional assistant) every day for 15 minutes during writing and would stretch words out while working on a writing activity. I never really asked my dyad teacher on his reasoning for this, but now I understand.
What I have taken out of the readings is the importance of instruction and through this concept I think about modeling and demonstration relating it back to strategies such as guided reading and the optimal learning model. Using these models appropriately we may help those with learning disabilities to comprehend what they are reading a bit more.
Monday, February 15, 2010
Saturday, February 6, 2010
Classroom libraries
When I first met my master teacher last spring, one thing I noticed when I walked into her classroom was the variety of books on her shelves for her students to read when they were done with all of their work, or for students to borrow and to take home. She took a lot of pride into this classroom library, which had at least 500+ books that took her 30+ years to slowly build up. She had books separated by reading levels and genres. Sadly majority of her books were ruined in December due to a classroom flood. Because the principal feared that the books could contain mold or mildew she was forced to throw away all her book, including the ones that were more than half way decent. As I came back this year to work in her classroom, she had some books that were donated by parents and staff, however it wasn’t enough. Some students either had to share with a partner or read their textbook.
In the late half of last month, my master teacher’s friend donated all the books that she used in her classroom. It was a great gift and now students won’t have to wait in line or share books. The only concern that my teacher had was the quality of reading it was. For example there was a Barbie book in the pile in which most girls find interest in. Although she did not find it as intellectual challenging book, it was a great “light read” for her students that she decided to keep it. As Routman stated in chapter 5, it’s important to have these types of book for struggling readers. One of the girls is an ELL student and loves reading that book because it’s simple and helps her with her with learning her site words.
My dyad teacher did not have as many books in his library compared to my master teacher, however he did have a list that Routman discusses. Next to his book shelf were two lists; type of books or genres they like and what their interests are. One student wanted to know more about skateboarding so he bought a book about skateboarding.
One idea that Routman suggests is including lot of nonfiction. Although I have seen many nonfiction books in both my dyad and main placement, they are mainly books about MLK or presidents. I can honestly say that I neve thought of having books about animals or kid magazines in the classroom, nor do I see them as intellectually stimulating, but after reading this chapter I can understand how the importance of nonfiction material no matter what type of form, books or magazines, they come in.
In the late half of last month, my master teacher’s friend donated all the books that she used in her classroom. It was a great gift and now students won’t have to wait in line or share books. The only concern that my teacher had was the quality of reading it was. For example there was a Barbie book in the pile in which most girls find interest in. Although she did not find it as intellectual challenging book, it was a great “light read” for her students that she decided to keep it. As Routman stated in chapter 5, it’s important to have these types of book for struggling readers. One of the girls is an ELL student and loves reading that book because it’s simple and helps her with her with learning her site words.
My dyad teacher did not have as many books in his library compared to my master teacher, however he did have a list that Routman discusses. Next to his book shelf were two lists; type of books or genres they like and what their interests are. One student wanted to know more about skateboarding so he bought a book about skateboarding.
One idea that Routman suggests is including lot of nonfiction. Although I have seen many nonfiction books in both my dyad and main placement, they are mainly books about MLK or presidents. I can honestly say that I neve thought of having books about animals or kid magazines in the classroom, nor do I see them as intellectually stimulating, but after reading this chapter I can understand how the importance of nonfiction material no matter what type of form, books or magazines, they come in.
Wednesday, January 27, 2010
Comprehension
Being in a first grade classroom, comprehension is one of the most important concepts that students must learn in reading. I have seen many strategies in my main placement. Here are a few examples.
Two weeks ago was parent teacher conference and every meeting that my master teacher and I had she emphasized the importance of reading comprehension. She gave all the parents two sets of bookmarkers that are questions to ask students after they done reading a book to help with comprehension.
Every week, the first grade classrooms have a switch a roo, where the “high readers” go to the other first grade class, where my main teacher gets those that need a bit more help as she is more experience in reading switch. Each day the class is broken up by colors, red, green, yellow, and blue groups. This groups were put together in the beginning of the year according to their results that both first grade teachers had assessed in September. My main teacher’s strategy helps students with comprehension and phonic awareness. One group goes to word building, another listens to a book on tape, another goes to the table to work on a phonic worksheet, and the other groups reads with her, and twice a week the story that they are reading is the book that they are listening to on tape, to help with fluency. At the end of the week students are able to retell the story and answer questions about the story that they have read and listened too.
Two weeks ago was parent teacher conference and every meeting that my master teacher and I had she emphasized the importance of reading comprehension. She gave all the parents two sets of bookmarkers that are questions to ask students after they done reading a book to help with comprehension.
Every week, the first grade classrooms have a switch a roo, where the “high readers” go to the other first grade class, where my main teacher gets those that need a bit more help as she is more experience in reading switch. Each day the class is broken up by colors, red, green, yellow, and blue groups. This groups were put together in the beginning of the year according to their results that both first grade teachers had assessed in September. My main teacher’s strategy helps students with comprehension and phonic awareness. One group goes to word building, another listens to a book on tape, another goes to the table to work on a phonic worksheet, and the other groups reads with her, and twice a week the story that they are reading is the book that they are listening to on tape, to help with fluency. At the end of the week students are able to retell the story and answer questions about the story that they have read and listened too.
Saturday, January 16, 2010
I am a reader
Routman proposes five things to ensure students become excellent readers. Out of her list of five I would demonstrate that importance of showing the students that I am a reader. When I began volunteering in classrooms several years ago, I began to realize that teachers would take at least 15 minutes of their day to gather the class together and read aloud to them. I always assumed that the reason for this is that it provided a “brain break” for learning for the student and teaching for the teacher. After reading Routman especially in the last chapters I have come to a different perspective of why teachers read to students, it is to show them that they are readers and that reading can be fun.
In chapter 3 she writes that she shares her passion for reading with her students. How reading a book gives her joy, happiness, comfort, etc. Sharing that type of enthusiasm with students is important. As Routman states many times in her first three chapters, students admire teachers and see them as role models and one great hobby that we can share with students is reading. My master teacher shares this with her class by making it a habit at the end of second recess, she has the students wash their hands, sit down on the carpet, hands them snacks and reads to them while they are eating and engaged.
Another topic that Routman stated in chapter 2 was the importance of bonding with students. In my dyad placement I witnessed my master teacher bonding with his students by using stories and books that he would read. For example there was a student that interested in mysteries, therefore he would share with her the types of books that he used to read when he was younger and hoping that she would take an interest in them as well. He told me one day that it is important to tell your students that you are a reader and to read to them in class as it does open up new ideas for them, and you’re not wasting time as you are engaging their minds.
In chapter 3 she writes that she shares her passion for reading with her students. How reading a book gives her joy, happiness, comfort, etc. Sharing that type of enthusiasm with students is important. As Routman states many times in her first three chapters, students admire teachers and see them as role models and one great hobby that we can share with students is reading. My master teacher shares this with her class by making it a habit at the end of second recess, she has the students wash their hands, sit down on the carpet, hands them snacks and reads to them while they are eating and engaged.
Another topic that Routman stated in chapter 2 was the importance of bonding with students. In my dyad placement I witnessed my master teacher bonding with his students by using stories and books that he would read. For example there was a student that interested in mysteries, therefore he would share with her the types of books that he used to read when he was younger and hoping that she would take an interest in them as well. He told me one day that it is important to tell your students that you are a reader and to read to them in class as it does open up new ideas for them, and you’re not wasting time as you are engaging their minds.
Monday, January 11, 2010
The Importance of Trust
“We teachers have the power to make magic happen in our classrooms. Once our students bond with us and trust us, anything is possible.”
The quote that I chose to discuss is on page 14 of Routman. She just finished explaining her story of entering a classroom of first graders who claimed that they couldn’t read. In the process she told them that she was a magician and promised by the end of the week on Friday that all of them would be able to read as they were going to write a book titled, “We Can.” The point of this story was to illustrate the importance of bonding with our students emphasizing on the issue of trust.
I chose this quote because I feel that I am in the same situation in my main placement. I am also in a first grade classroom where both first grade teachers decided on doing a reading switcharoo, where my main teacher is in charge of those students that need more help with reading. As this is their first year trying out this method, my master teacher has indicated to me several challenges, one of them being the lack of bonding with each student from the other classroom.
After reading this chapter I can see how it would be important for my teacher to have that trust and bondage with the other students. Just last week one of the students, from the other classroom, started to cry as he felt that my master teacher was being to hard on him, and shared his frustrations by stating that he would rather be with the other teacher, because “she isn’t mean.” As the class was over my master teacher shared with me that she wishes she could spend more time with them and getting to know them better. She knew that student had a difficult time with reading, but was not “in the bottom.”
I agreed with her, but at the same time I didn’t know what she exactly meant by that but I had some idea of what she was trying to say. After reading this chapter I have a better understanding of what she meant. She needs for him to trust her and know that she is not there to get him, wants him to fail, or to embarrass him. And that her main motive is to get him read and to learn the best of his ability. Without that trust factor, it will be more difficult for him to learn. As Routman says later on in the paragraph, “we learn more, and learning is easier, when we trust our mentors and colleagues.” The same goes for our students.
The quote that I chose to discuss is on page 14 of Routman. She just finished explaining her story of entering a classroom of first graders who claimed that they couldn’t read. In the process she told them that she was a magician and promised by the end of the week on Friday that all of them would be able to read as they were going to write a book titled, “We Can.” The point of this story was to illustrate the importance of bonding with our students emphasizing on the issue of trust.
I chose this quote because I feel that I am in the same situation in my main placement. I am also in a first grade classroom where both first grade teachers decided on doing a reading switcharoo, where my main teacher is in charge of those students that need more help with reading. As this is their first year trying out this method, my master teacher has indicated to me several challenges, one of them being the lack of bonding with each student from the other classroom.
After reading this chapter I can see how it would be important for my teacher to have that trust and bondage with the other students. Just last week one of the students, from the other classroom, started to cry as he felt that my master teacher was being to hard on him, and shared his frustrations by stating that he would rather be with the other teacher, because “she isn’t mean.” As the class was over my master teacher shared with me that she wishes she could spend more time with them and getting to know them better. She knew that student had a difficult time with reading, but was not “in the bottom.”
I agreed with her, but at the same time I didn’t know what she exactly meant by that but I had some idea of what she was trying to say. After reading this chapter I have a better understanding of what she meant. She needs for him to trust her and know that she is not there to get him, wants him to fail, or to embarrass him. And that her main motive is to get him read and to learn the best of his ability. Without that trust factor, it will be more difficult for him to learn. As Routman says later on in the paragraph, “we learn more, and learning is easier, when we trust our mentors and colleagues.” The same goes for our students.
Subscribe to:
Posts (Atom)
