3 Questions - Mind Map

Anna Marino
Mind Map by Anna Marino, updated more than 1 year ago
Anna Marino
Created by Anna Marino over 4 years ago


CTRD 3000

Resource summary

3 Questions - Mind Map
  1. Teaching Question: How can we be sure that we are teaching a child to actually understand the reading process and not just letting it go in one ear and out the other?
    1. One way to monitor the success of learning is to provide assessment tools, such as running records, throughout the lessons. These types of assessments are casual but can tell the teacher a lot about student progress.
      1. Running records can also tell you where students are making mistakes as well as where they are self-correcting. They can also help determine level.
        1. Running records will tell you the strategies that children are using (MSV, monitoring, etc)
        2. A way to monitor student learning is by listening, observing and writing down observations throughout the lessons. For example, with "A", when we read a new book (book introduction), I would listen to her read and as I listened and silently observed. As I observed, I jotted down the things that I thought were important to further her learning. (this will also help you to pick out books)
          1. A way to build off of written observations is to give verbal feedback to the student. This verbal feedback should be concise yet effective, as well as intentional. This type of feedback should be given in a way where the student is understanding what you are saying and they should understand it in such a way where they can apply it.
            1. This can connect to picking out books about diversity as well. The more reasons you have to select a book, the better.
          2. Diversity Question: How can we choose books that cater to a diverse group of students (English language learners, minorities, religions, etc.) and to the diverse interests that students have?
            1. To pick up on diverse interests, the teacher can take note of what the child enjoys talking about (home life, for example).
              1. "A" was not an English language learner, so for me, I paid attention to the fact that she enjoyed reading non-fiction books (how-tos, for example). I picked books like this when possible.
                1. This is where building meaningful relationships is useful.
                  1. By knowing what the child knows and their level, the book can be most beneficial.
                  2. For children, it is important to pick books that respect them.
                    1. For example, you do not want to read a book about Christmas with someone who may not celebrate it. It is important to keep in mind what the child's interests are and respect them.
                    2. When picking out books, just try to keep diverse interests in mind. It is easy just to pay attention to level but interests are important too.
                      1. This will keep interests alive.
                    3. Content Question: What routes do active and strong readers take to access lexicon?
                      1. Strong readers have a significant knowledge of sight words. They then build off of these sight words to ingrain more complex words into their vocabulary
                        1. "A" had significant knowledge of sight words and had them stored in her lexicon. While reading she was able to access her knowledge of these words when using them in context. With the use of these sight words, she was able to learn even more words. Every time she read, she built on her current lexicon and accessed what she knew.
                        2. Strong readers can access their knowledge of letter sounds to decode words that are not in their lexicon.
                          1. One of the assessments was letter sounds. "A" was able to name all the letter sounds and therefore, had the ability to use this knowledge to grow her vocabulary and access already-present lexicon.
                          2. Strong readers will have an idea about how word patterns work and will be able to recognize word patterns. With these word patterns, the student will be able to grow vocabulary while accessing what they know.
                            1. Through continued use of accessing lexicon, "A" was able to better understand and recognize word patterns. She then was able to continue to access her lexicon by recognizing these familiar patterns.
                              1. When a reader can pick up on word patters to access lexicon, this leaves a wider range of books to choose from. This can contribute to diversity..
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