In this blog we are supposed to talk about transistional readers. While I have not worked with students in this stage often, I do have personally experience seeing how students cope with this stage. During the summers I keep 3 kids. I used to also pick them up from school for about 2 years before I finished college and get a real job. One of the 3 is a now 10 year old girl with ADHD, and through the years I have seen her struggle with reading constantly. She is not on grade level with her reading and it is incredibly frustrating to her, especially since her younger brother is reading grade levels ahead of her.
Over the years, she had gotten a lot better with her reading skills and is still working on getting on level. In the summer I take all three of them to the library and get books once a week. They also participate in the reading program at the library. Even with the incentives given by the library, it is hard to keep her motivated. She is quick to give up and would rather listen to me read to her instead of trying on her own.
With students in the transitional stage, it can be a frustrating time for them. It is important for them to feel supported by their teacher. It is the teacher's job to constantly find and give them new strategies to use.
Sunday, October 21, 2012
Sunday, October 7, 2012
Blog 4 EDRD 6950
For our learning module 4 I watched the video "Building Oral Language" on the "Teaching K-2 Reading". In my module I wrote mostly about the centers that the kindergarten teacher uses in her classroom. I loved that she had theme based centers, and that the centers enrich the learning going on during the week.
In pre-k we are required to switch out things in our atleast 5 of our centers every month or so. We also have to fill out a form everytime we add something or switch something out. As a grade level at my school, we all switch things out at the end of every month. So around the end of the month we have to start thinking about what we are going to be teaching and what we want to put into our centers. For October, we are working on fall/leaves, spiders, scarecrows, bats, and pumpkins as our weekly themes. So I added corn kernels with spider rings to my sensory table, file folder games with pumpkins to my math center, books on our theme and fall themed file folder games to my reading center. In the writing center I added word cards with matching pictures for the students to write the words on papers for their parents or friends.
In order to enhance the student's learning, we have to make the learning fun and include it throughout the day. By having the centers that my students spend an hour at each day include things that we are talking about, the students are getting hands on experience with the material.
In pre-k we are required to switch out things in our atleast 5 of our centers every month or so. We also have to fill out a form everytime we add something or switch something out. As a grade level at my school, we all switch things out at the end of every month. So around the end of the month we have to start thinking about what we are going to be teaching and what we want to put into our centers. For October, we are working on fall/leaves, spiders, scarecrows, bats, and pumpkins as our weekly themes. So I added corn kernels with spider rings to my sensory table, file folder games with pumpkins to my math center, books on our theme and fall themed file folder games to my reading center. In the writing center I added word cards with matching pictures for the students to write the words on papers for their parents or friends.
In order to enhance the student's learning, we have to make the learning fun and include it throughout the day. By having the centers that my students spend an hour at each day include things that we are talking about, the students are getting hands on experience with the material.
Subscribe to:
Posts (Atom)