After reading chapter 2 of the Tompkins text I notice that My CT uses a lot of the stratagies used in this text. One of which was the Buddy reading. When they read from their level book boxes they are allowed and sometimes encouraged to read with their table partners. Like the Text sates Students are often able to work together to figure out unfamiliar words. I have seen my students actually stop at a word and try to sound it out to together. I think it makes this reading time more fun and less stressful. I think it is a good strategy to use. I have also seen my CT use the Shared Reading Strategy with them. Most of the times she will read the book to the students or have one of us do it, but sometimes she finds really great voice recording of the books. I did not used to like books on tape and I am not a proponent of using them as the only source of shared reading because students are not learning about concepts of print if you are just holding up a book and turning a page when the tape makes a sound. However, some of the tapes my CT has used in the class really brings the characters to life and I think that as a facilitator while you are using the tape you can follow the words along in the book with your finger to help your students see what the person is reading. Make sure to point to the cover when they read the title and to the author when they read the author. Promoting concept of print skills. I would also stop the tape from time to time and ask your students probing questions to enhance the activity. When it comes to writing I have seen them free writing a lot where they just sit down and write whatever they want and I have seen them respond to a prompt. But, I have not seen them revise or edit there writing. However, yesterday while I was doing some filling for my CT she said don’t file those yet they are rough drafts so maybe they have started learning more about the writing process. I think this chapter does a good job of showing you what the steps of the process are and what are so different strategies you can use to teach it. I also think it was helpful that Judy showed up the Compendium in the back of the book. I think it will be useful when I look back on when I plan future lessons.
-Tasha
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While the students in my field placement do not yet do buddy reading since they are only in kindergarten, I agree that it is a very good approach to help students to read. I see in my class that when students do try to read, they often get discouraged at the words that they cannot read. They often ask me for help if I am availble. If they were to work with a buddy, I think that the reading process would become much smoother because each student could help to read words that the other does not know how to. I also am not a proponent of books on tape, but I do see how they could be beneficial if the students already have a concept of print. I see the students in my class reading books on tape and following along in their books. This is only possible because they have a concept of print, that words are read from left to right, top to bottom, and they know the concept of a word. If the concepts of print are not in place, books on tape will not help to promote reading skills. I agree that if books on tape are used as a whole class, the teacher should stop the tape to discuss sections of the book with the students. This will help to promote reading comprehension. And after all, isn't that what reading is all about?
Oops, that above post was from Lisa :)
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