Chapter 6
1. I did not realize that we have four vocabularies until I read this chapter. I have always just thought of the written words on a page as being vocabulary, so I never thought of listening and speaking as vocabulary.
2. I do know that the more words we have in our vocabulary the better it is for improving our ability to think at abstract levels. This is why it is so very important and necessary to teach vocabulary to our students.
3. It is due to the lack of understanding the meanings of words that create students who are struggling readers.
1. With me teaching a special needs class I have always introduce anywhere from 4 to 5 new words a week and we have worked with just those five until my students could read them, and tell anyone who asked what they meant. I have always had this in my lesson plans.
2. I have always tried to provide plenty of opportunities for my students to practice their reading, speaking, writing and listening skills and not just when they are working with a specific vocabulary, but it has only been over the last two years that I have really started working this into my lesson plans, I will be doing this more often now though.
1. Since fostering reading outside of the classroom is important then what would be the best reading program in our schools to use for this purpose? I see so many students who by the time they get to me hate reading because some reading program was not properly used with them in the lower grades.
Chapter 7
1. The amount of prior knowledge a student has on a subject can determine how well the student comprehends and understands what they are reading.
2. It is important for the student to make the connection to the subject or textbook and visual. This is one of my most important jobs to help them make that connection. It is up to me as the teacher to enable them to see how the visual information aids them in gaining a better understanding and comprehension of what they are reading.
3. Graphic organizers and mapping aids the students in taking the information, orgainizing it and evaluating the information.
1. I will be using many of the graphic organizers I have learned about in this class in my classroom this year with my students.
2. Using more visuals in my classroom is something that I need to do, it just seems like I never have the time to produce them or better yet put them onto the class computer or computers.
1. How do we know what pre-reading activity will work best for our students?
Chapter 8
1. Strong readers have many strategies that they will automatically use when reading. They activate background knowledge while organizing it and making inferences. They also visualize, figure out unknown words while asking themselves questions before, during and after reading.
2. The comprehension of what is being read is now considered to be a much more complex process than it was just a few years ago and there are many strategies that can be used for comprehending what is being read.
3. The teacher must discover the strategy that works best for each individual student and use it as well as teach it to the student.
1. I will need to spend more time this year trying to discover which comprhension strategy works best with each of my students and teach them the strategy. Since I am use to individualizing for each student this may become even easier once I plan for it in my lesson plans.
2. I think that I need to spend more time in using visualization and visual aids when I am teaching my students. I am like most teachers I sometimes rely too heavily on lecture, when I need to bring in more demonstration and visuals.
1. My question is when, as teachers do we know when we have overloaded our students with the strategies and visual aids and when we do what do we do next?
Chapter 9
1. The highlighting strategy is one that we all use, but it is a difficult one because it is difficult to decide what needs to be marked and what doesn't. This could be tied to the fact that we as students are not really taught how to find the main idea or point of what is being read.
2. Another thing that is difficult for students to do is to summarize. They do not seem to know how to put it into their own words. This is another reason that a large vocabulary is needed and why reading and writing is so closely connected.
3. There are similar problems with outlining as there are with the highlighting. The students do not know or understand the main ideas and the relations with the suppporting facts, therefore they do not know what needs to be used in the outline.
1. I think that using something like the History Chapter Map graphic would be of great help for the students it is a visual that shows the relationships between the main ideas and suppporting facts.
2. I will be using more of the graphic organizers with my students this year in my classroom, since most of them need to learn how to distingush the main ideas and supporting facts and they require visual aids for studying purposes.
1. My question is how can I help my students to understand that the strategies I am teaching them will also work in their other subject area classes?
Chapter 10
1. There should be more than just the teachers involved in the assessment processes. If the students are involved then they can begin to take ownership for their educational results.
2. The teacher should always be specific and precise when explaining the expectations and requirements of each assignment. The teacher needs to make sure that the student clearly and completely comprehends the instructions before moving on and actually doing the assignment.
3.The real assessment will always be centered on the learning the student has done.
1. When creating a teacher made assessment I must always remember to target just the learning and not the text repeatition.
2. I need to allow more peer evaluation then I do at this time.
1. Beside using rubrics how else can we envolve our students in the assessment process?
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