11 Matching Annotations
  1. Feb 2018
    1. ed around the room, asked a number of prediction questions, and invited stu dents to write their own ending for the book during their center time. H

      i think it is important to keep all children alert and engaged while doing a read aloud. asking questions and creating small assignments is a great way to do this.

    2. Pinnell and Jaggar (2003) demonstrated the importance of read-alouds in the growth of oral language for both first- and second language speaker

      Read alouds are important for students who may speak more than one language, this allows them to listen to the way the word is pronounced, see it in a sentence, hear the way it is used and maybe even relate it to a picture.

    3. ported that independent reading time and teacher read-alouds made them want to read more

      I can see why teacher read alouds would make kids want to read more, most teachers read books that are higher than the independent reading level. This time gives children a chance to enjoy a book that they are not yet able to read, but if they enjoy the book so much it might drive them to learn to read harder books.

    1. nd, we might consider how to extend and expand our theory of the literary under standing of young children to include these types of response. They may act as powerful entr?es (for at least some children) to a more complete, more textured, and richer understanding of sto ries and how they work.

      I think by having children communicate expressively about the story is a great way to learn and understand how stories work. By starting these lessons in kindergarten, once students get up to higher reading levels they might be able to grasp more literary elements faster.

    2. aking over. The last type of expressive engagement is taking over the text and manipu lating it for one's own purposes. In this type of response, anything goes because children aban don any attempt at interpretation or understand ing and treat the story as a launching pad for the expression of their own creativity.

      I look at this type of response as the type of engagement that sparks children's creativity that can relate back to writers workshop if they had to create a story of their own.

    3. ir personalities, their choices, and their capabilities. It was one way of personalizing the stories, of drawing the sto ries to themselves; more important, it allowed them to control and manage plots and characters. They thought of themselves as authors, w

      By asking children what they would do if they were a character in a book is a good way to let them express their thoughts and connect with the book.

    4. diately, the children called out, "No, she won't!" Thus, talk ing back to the story and addressing characters directly begins to blur the distinction between the story world and the children's world. For a mo ment the two worlds become superimposed?one transparent over the other

      By the children talking back about the story it means they are engaged and understanding the story correctly if they are able to shout out answers or predict what the characters should / should not do.

    5. standing up and shaking their bodies around with their hands in the air. This spontaneous dramatization demonstrates participation in the story by imitating and physically interpreting what is going on in i

      I think dramatizing is a great way for young children, especially kindergarten level, to be able to express their understanding of the book. Not only are they reading with their teacher and peers they are having fun with it which is allowing them to pay more attention and be more engaged.

    6. hey become active participants in the story.

      Helps children to connect and understand better.

    7. mmonly called "narrative elements" of the sto ry. To understand a story, they may also compare or contrast it to other stories they know; other cul tural products like movies, TV programs, and commercials; or visual "texts" like painting

      I often see kids comparing many new things to life experiences or other things that they know. I think this is their way of getting comfortable with a new topic.

    8. ombined class of first and second graders.

      I observed in a combined classroom in the new haven school systems. The class I observed was a kindergarten and 1st grade classroom, i did not like how this was set up and i think it affected childrens learning being in a combined room, I'm interested to see how this teacher handles it.