17 Matching Annotations
  1. Mar 2019
    1. The children were exhibiting what I would call dramatizing, talking back, in serting, and taking over. Ballenger called this "entering in"

      I have seen on many occasions children exhibit more than one of the ideas presented in this article, and I enjoy the phrase "entering in". the child really does seem to enter in to the story world, the lines of reality blur and they are able to insert themselves right into the plot. I like to encourage such creative thinking and imagination when I read to children, I feel it makes the text much more enjoyable for them and creates a deeper interest in reading.

    2. as 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. T

      I try to engage my young readers in controlling the story all the time while I read. I will ask them questions about what they would do in certain situations that are presented in the text or why they think characters acted the way they did. I feel it really helps to bridge connections between the author and the listener.

    3. 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

      When I read to my nanny baby she very often exhibits this behavior. she will interject constantly while I am reading and is displaying that she is fully invested in the story.

    4. his spontaneous dramatization demonstrates participation in the story by imitating and physically interpreting what is going on in it

      When children are so engaged in a story that they feel moved to physically act out the scene I feel very good about how and what I am reading to them. I know that I, myself, am showing enough interest in the text to get them engaged on a level higher than simply listening.

    1. achers need to be well prac ticed because their voices are the vehicles that so fluidly convey the story and enable student listen ers to develop their personal images and respons es.

      This makes me wonder about all of my English teachers that would have students take turns reading paragraphs in the book rather than them reading it to us. we were often choppy readers who didn't display great emotion while we read. why is it that some teachers prefer to use this method, when there is so much research that confirms the importance of read alouds?

    2. This ability to read aloud so that literature shall be lift ed from the dead page of print into complete expres sion should be far more than it is at present a prerequisite for the teaching of English.

      I think this is a very important and notable point. It is sometimes difficult, especially as students get older, to get them to engage with the text. If a teacher is not creating interest by reading enthusiastically, then it is almost guaranteed the students will not gain as much from it as if the teacher were reading it with real interest and excitement. I know from personal experience that when I am tired on a particular day I do not read as excitedly to my 6 year old nanny baby, and on these days she is far less engaged with the material. However when I am energetic and excited to be reading, she watches me intently and often asks me to read additional books.

    3. esearchers suggested that young children who experienced a number of read-alouds understood the components, structure, and function of narrative discourse. Nelson (1981) even argued that the experience of read-alouds enabled chil dren to express themselves as individuals, connect with others, and make sense of the world

      This seems linked to the importance of encouraging oral communication in emerging readers. Households that emphasize vocalization and speak frequently tend to produce children who have an easier time learning to read. it seems that with read alongs that also helps to encourage oral communication, but creates a relationship with books and learning that simply speaking to one another does not.

    1. felt that by using powerful minilessons, watching ourselves on video tapes, choosing good books, and coaching students, we were giving them not only the discursive strategies that they needed to discuss books but also the ones that would help them in their interpersonal relations beyond the literature circle discussions. We

      This hits the nail on the head. The literature circles are just a mirror for the climate within and outside of the classroom. If the students are experiencing a lot of tension and discourse in the school, classrooms, and neighborhoods, this will be reflected within activities such as literature groups. If the students are given the skills to self-assess, appreciate others, and be patient, respectful and understanding, those abilities will permeate all facets of their lives.

    2. or reading to become a lifelong habit and a deeply owned skill, it has to be voluntary" (p. 1

      I love this quote and I firmly believe it. I know for me I was very defiant, as many kids are, when literature was assigned to me. Simply by being told I HAD to read something, I was less likely to do it. I love the idea of children being able to choose their own text, because they are so much more likely to be engaged with it and take ownership over it. The emotional connections that are drawn when reading something "voluntary" vs something mandatory, are often very different.

    3. he rule was that each time a member spoke he or she had to place a poker chip in the middle of the table. When a student's poker chips were gone, he or she was out of the conversation. One of the main purposes of this minilesson was to raise students' awareness about how often they spoke and to equalize turns amongst group members. We also hoped that this would force group members to think before they spoke and en gage in less off-track arguing and side conversations. The

      I love this idea. I think it really is a great way for students to take inventory of what they're saying and why. It is so easy for a classroom to get off task and distracted, especially when having group discussions. I think this is a really smart way to help control the situation and also make it equitable.

    4. e began to wonder if it was realistic for us to expect kids to have discussions as a community of learners when they could not even coexist in their own neighborhoods

      This is a very powerful statement and huge issue across America. So many regions, especially urban ones, are in unrest and it makes learning take a backseat to survival. Fixing this issue is most important because it is the root of so many problems within schools, and for children in general.

    5. ociocultural forces such as economic disparities, strong student animosi ty, and racial and gender tension had powerful influ ences on how these students discussed texts, despite the teacher's best attempts to create a safe and trusting environment. In

      This seems to me to be the struggle as a teacher in general, not just as applied to literature circles.

    1. t is recom mended by many authorities in the field that children avoid simply summarizing their daily readings, but rather react to what they have read (Parsons, 1990). At

      This seems an important distinction. By summarizing the students are displaying comprehension, which, while important, does not foster a love for literature. By having the students react to their readings they are being asked to connect on an emotional level with it, which creates a relationship with literature that reaches beyond comprehension.

    2. tudents should take responsibility for filling in the blanks in the state-of-the-class chart. From this practice, children develop a sense that responsibility comes along with op portunity. T

      I think it is very important to allow students to take ownership and responsibility over their own work, especially at young ages. If they can learn early on that they are responsible for their own learning they will carry that mindset with them throughout the entirety of their schooling.

    3. he classroom environment and daily routine must encourage reading as a pri mary activity integrated with other language modes, i.e., writing, speaking, and listening.

      It seems very important to take a wholistic approach to reading, such as including it with the other aspects of language as mentioned above. Doing worksheets and workbooks to solidify reading practice and instruction is very compartmentalized and doesn't offer the same quality of connection that integration does.

  2. Feb 2019
    1. m. Culture , language, and learning are all so tied up in each other. I am also daily amazed at assumptions and how that can really constrict teaching and learning. If you assume certain things about a child's home environ- ment or experience and state that it is NULL and VOID- what have you done to the child? When we learn in every course that learning is building on a child's prior knowledge and making connections to what they know- what happens when society says your learning outside of school is not good or doesn't mat

      I find this quote to be very important. The statement that, "Assumptions...can really constrict teaching and learning"goes along with my last annotation, which states that ambiguity is the warp of life, not something to be eliminated. When we assume and judge people, especially students when we are in an authoritative position over them as their teacher, we can do a lot of damage. Assuming things about their personality and/or home life can have many unintended consequences, such as us perhaps not holding the child to high enough standards or lowering our expectations. It is very important to not judge and assume things about our students, because, as Sonja states in this quote, assumptions can really constrict learning. Furthermore, she asserts that learning is building on a child's prior knowledge, so having a clear understanding of who the child is, and why, can help create a more conducive environment in which they may learn.

    2. Ambiguity is the warp of life, not something to be elimin

      This quote resonated with me because ambiguity is essential to learning. Keeping an open mind and being conscientious of new information and conflicting views creates mental flexibility and dexterity.