Text Talk Article by Beck and McKeown (2001) January 25, 2010

Key points from the “Text Talk” article that I thought were important and interesting:

In the article “Text Talk” many significant ideas are mentioned and prove why implementing “Text Talk” in the classroom is a must. The writers constantly mention how young readers should be exposed to decontextualized language. Through this our students should learn how to make sense of not just the text before them but ideas beyond and ideas and messages the story is also trying to tell. I agree with how the article also discussed how “text talk” can help with scaffolding the minds of early readers and help with their vocabulary growth. As mentioned in earlier readings, reading outloud is very important for developing young readers’ vocabulary. Reading outloud though can be overshadowed when tools such as “text talk” aren’t applied. I never realized too, the different things that do happen and that can get in the way of students comprehending the text. These things include the children using basic background knowledge or instincts; going mostly off of what the picture implies; and pure guessing, not getting the important details in which the story is providing.

Summarize the key steps in a “Text Talk” lesson:

First prior to the lesson, the selection of texts is very important. Good stories to use have concrete events occuring and information in which the students can build off of in addition to important vocabulary as well.

Next, once the “Text Talk” lesson has begun initial questions should be asked. During this time students should take the cover and characters involved into consideration and any initial thoughts, ideas, and information they may think will be relevant. Also I believe getting the students interested immediantely to be very important and this can be accomplished by getting them to ask intriguing questions and to already be thinking outside of the box

Once getting the students involved with the story and exposed to the text and information pictures can be shown to help familiarize what the story is discussing. Also comments and questions can help pause all of the new information from the story and give the students time to comprehend and “digest” what is really happening.

Finally having background knowledge applied, yet in small doses, and only at the appropriate times, is important. As long as the students don’t get off task with thinking of background information and/or only go off of that information while not taking the new story into consideration then they are using this resource properly. Also lastly, vocabulary should be applied once the story has been read and discussed. While going back to see how this unknown word was used and then to think of other ways to use it will help the students remember the word better. This will also help his or her vocabulary grow while also giving a new understanding of this vocabulary.All of these tactics will  help the story make better sense for the new reader.

Flanigan (2005) Assignment January 19, 2010

1. What role does finger pointing play in developing concept of word and phonemic awareness?

Finger pointing helps the child develop a concept of word in text, and matching spoken words to written words. Also finger pointing helps them to point to the words they think correspond with what they are saying. Lastly it helps them develop a concept of word in text and using connected text and surroundings when reading.

2. Describe the 4-stage model of early literacy.

The reader at the young age is not able to apply knowledge to what they are trying to read. Also the reader can’t apply letter, sound relationships and detect where a word ends and begins. Basically when they try to read a sentence it appears like a string of randomness.

The last stage helps provide full phoneme awareness which helps the children hold sight of words in full. It provides the processing of all letter sounds in words which also helps to store words in memory and get rid of the “string of randomness”.

3.  Describe what this means: “It is not in the telling, but it is in the very act of reading that Jack will actually learn how to read.” p. 10

This phrase relates to the help that we provide to the readers. By not plainly telling the child what to say or do the child will learn better on his or her own how to get from word to word by reading the right way.

4. What instruction helps develop beginning readers’ awareness of words and phonemes?

By helping the child learn and remember beginning sounds of letters and recognize these letters that start these words with help. It is important to “stack the deck” by giving away a clue not just telling the child what the word starts with. Also helping the child realize the concept of word in text with help them figure out why words are there and what they are reading.

Robbins and Ehri (1994) Assignment January 19, 2010

1. How do children increase their vocabularies?

Through incidental learning such as watching television and listening in on conversations, children’s vocabulary can grow significantly.

2. What evidence is there that reading aloud to children can increase their vocabularies?

In the case study when the children remembered words from text previously read to them later, it was proof that by reading out loud they were remembering words they didn’t know before and adding these to their daily vocabulary.

3. Does it matter what teachers read to students? In other words, if you are reading aloud to students in your kindergarten class, should you care about the richness in the language that a book does or does not have? What kinds of books are best to read aloud to students if we want to build their vocabularies?

Books that repeat several situations and wording are ideal with helping students remember and recall the new vocabulary later.

4. Why do you think you should focus on emphasizing vocabulary in your lessons with students? Does this apply to read aloud activities?

By reading with emphasis each time a specific word is repeated this helps the child remember the word later helping his or her vocabulary grow.

5.  What role will reading to students play in your teaching?

As a teacher I will have to not only expose my students to stories with a new vocabulary but I will have to make sure they are comprehending and remembering these words. I will also have to be able to introduce and encourage them to challenges while also knowing that my ways of reading and presenting these challenge are effective and getting his or her attention.

Hello world! January 18, 2010

Welcome to WordPress.com. This is your first post. Edit or delete it and start blogging!