Once again I'm joining Kimberley from First in Maine to talk about Catching Readers Before They Fall. I wonder if we've convinced anyone yet to read this book? You can visit Kimberley's convincing thoughts by clicking on the above graphic.
Chapter 7: I Thought I Knew How to Teach Reading, but Whoa!
What got me thinking...
"When working with students in beginning-level texts, you may think there are not many things to discuss. However, we encourage teachers to have conversations with children around these simple patterned texts."
I am guilty of simplifying my conversations with groups of students who are reading beginning level simple patterned texts. "I am laughing. I am running. I am crying. I am..." You know the kinds of texts I'm talking about. The above statement sure left me feeling convicted about my watered-down conversations. I am doing children a great disservice by not inviting them into deeper levels of thinking and comprehending regardless of the simplicity of text that they need. Mental note: fix that.
"By the beginning of first grade, phonemic awareness instruction should only be targeting those children who still need it."
This thought has me thinking too. I like to naturally imbed phonemic awareness into reading and writing, but for the first month of school, I also spend ten to fifteen minutes almost every day practicing phonemic awareness skills in hands-on, fun ways. Do all the kids need this? It depends on the class, but the answer is typically no. Mental note: think about this.
Thanks Kimberley for letting me share how this book is making me think outside of my comfortable box.