Trista
Instructing Dynamics I
Miller Chapter 5
10 connections
• “I thought that once I had became aware of the thought processes going on inside my head as I read,” (pg 54). This reminds of the book I am reading for my Literature for Children class, the book talks about being aware of the thoughts going on in your head as you read and to teach children to do that too so they get the most out of their readings. When I was observing in Mrs. Edgerton’s class she would read out loud to the children, and as she was reading she would pause and ask the kids what they were thinking.
• “The next morning in class I heard myself rambling on, unsure of what to say and making things up as I went.” (pg 54). During the summer I was reading a picture book version of The Wizard of Oz, but since there were too many words for me to want to read I just made up scenes about the illustrations. I found myself looking for what to say instead of it coming naturally.
• “Mark those places before your lesson, and think about what you will saw and how you will say it.” (pg 55). I was reading Globalization of Education for my contemporary schooling class and my assignment was to be a discussion leader. I found it important to mark specific key points in the book that I felt passionate about in order to lead a successful discussion.
• “Authenticity matters. I can’t fake it,” (pg 55). “When I begin to teach children how to think out loud,… I want their think-alouds to be genuine, their language to be precise, their responses thoughtful,” (Pg. 55). Any book I would read in high school my teachers would want me to have thoughts about it. I think that if I had started that critical thinking earlier in school, like these kids are learning in the first grade, then I wouldn’t have had such a hard time in high school, or even now. I feel like I have a hard time connecting to books, which is why I don’t like reading. Nothing inspires me to want to read.
• “Later, as read-alouds and children’s thinking grow in sophistication, thinking through text together also allows real opportunities for constructing meaning, reflection and insight,” (pg. 56). Mrs. E read Silly Sally by Audrey Wood aloud and she provides opportunity for the children to reflect on the pictures, words, and based on their schema, she gives them the opportunity to guess what is coming next.
• “Thinking about what you already know is called using your schema, or using your background knowledge. Schema is all the stuff that’s already inside your head, like the places you’ve been, things you’ve done, books you’ve read- all the experiences that you’ve had that make up who you are and what you know and believe to be true,” (pg. 57). I read about schema in a child development class I took last year. Ever since I learned about what schema is I’ve been referencing back to it in almost every class I have this semester.
• “’I’m going to read a story to you; its title is The Relatives Came by Cynthia Rylant.’” (pg 57). I read this book in my Literature for Children class. In class we do reading circles, where we pick out books and talk about why we think children would like them. I said I thought that children could relate to the book.
• “’Sometimes it was so hot and sticky at night that we’d all pile down to the living room,’” (pg. 58). This reminds me of when I was a child and it was summer and it was too hot to sleep upstairs. Me and my siblings would all bring our things down to the backroom and we would grab a flashlight and read whatever picture book we could find.
• Chrysanthemum by Kevin Henkes- pg. 59. I used to look at that book when I was a kid and now Miller is reading it to her kids. I liked how she didn’t like her name because it was so much longer than everyone else’s and she couldn’t fit it on a name tag. By the end of the story she loved her name because it was unique and beautiful. My name is unique and beautiful too.
• “When most children are able to make meaningful text- to- self connections—primarily in response to read-alouds and small group work, but sometimes also in their own reading,” (pg. 63). Another reference to my Lit. for Children class, in The Pleasures of Children’s Literature we are learning to make text-to-self connections so can better to relate to the texts we are reading.
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Instructing Dynamics I
Miller Chapter 5
10 connections
• “I thought that once I had became aware of the thought processes going on inside my head as I read,” (pg 54). This reminds of the book I am reading for my Literature for Children class, the book talks about being aware of the thoughts going on in your head as you read and to teach children to do that too so they get the most out of their readings. When I was observing in Mrs. Edgerton’s class she would read out loud to the children, and as she was reading she would pause and ask the kids what they were thinking.
• “The next morning in class I heard myself rambling on, unsure of what to say and making things up as I went.” (pg 54). During the summer I was reading a picture book version of The Wizard of Oz, but since there were too many words for me to want to read I just made up scenes about the illustrations. I found myself looking for what to say instead of it coming naturally.
• “Mark those places before your lesson, and think about what you will saw and how you will say it.” (pg 55). I was reading Globalization of Education for my contemporary schooling class and my assignment was to be a discussion leader. I found it important to mark specific key points in the book that I felt passionate about in order to lead a successful discussion.
• “Authenticity matters. I can’t fake it,” (pg 55). “When I begin to teach children how to think out loud,… I want their think-alouds to be genuine, their language to be precise, their responses thoughtful,” (Pg. 55). Any book I would read in high school my teachers would want me to have thoughts about it. I think that if I had started that critical thinking earlier in school, like these kids are learning in the first grade, then I wouldn’t have had such a hard time in high school, or even now. I feel like I have a hard time connecting to books, which is why I don’t like reading. Nothing inspires me to want to read.
• “Later, as read-alouds and children’s thinking grow in sophistication, thinking through text together also allows real opportunities for constructing meaning, reflection and insight,” (pg. 56). Mrs. E read Silly Sally by Audrey Wood aloud and she provides opportunity for the children to reflect on the pictures, words, and based on their schema, she gives them the opportunity to guess what is coming next.
• “Thinking about what you already know is called using your schema, or using your background knowledge. Schema is all the stuff that’s already inside your head, like the places you’ve been, things you’ve done, books you’ve read- all the experiences that you’ve had that make up who you are and what you know and believe to be true,” (pg. 57). I read about schema in a child development class I took last year. Ever since I learned about what schema is I’ve been referencing back to it in almost every class I have this semester.
• “’I’m going to read a story to you; its title is The Relatives Came by Cynthia Rylant.’” (pg 57). I read this book in my Literature for Children class. In class we do reading circles, where we pick out books and talk about why we think children would like them. I said I thought that children could relate to the book.
• “’Sometimes it was so hot and sticky at night that we’d all pile down to the living room,’” (pg. 58). This reminds me of when I was a child and it was summer and it was too hot to sleep upstairs. Me and my siblings would all bring our things down to the backroom and we would grab a flashlight and read whatever picture book we could find.
• Chrysanthemum by Kevin Henkes- pg. 59. I used to look at that book when I was a kid and now Miller is reading it to her kids. I liked how she didn’t like her name because it was so much longer than everyone else’s and she couldn’t fit it on a name tag. By the end of the story she loved her name because it was unique and beautiful. My name is unique and beautiful too.
• “When most children are able to make meaningful text- to- self connections—primarily in response to read-alouds and small group work, but sometimes also in their own reading,” (pg. 63). Another reference to my Lit. for Children class, in The Pleasures of Children’s Literature we are learning to make text-to-self connections so can better to relate to the texts we are reading.
loved your random laugh attack last class. you are a goof
ReplyDeleteThanks man!
ReplyDeletedid you see my wedding pic. i was a little tipsy. hahahaha
ReplyDelete