Chapter Six - Expanding Concepts of Reading, Response, and Literature
On page 143 Wilhelm explains that "studying response with my students allowed me to get to know my students as people and as readers." I think this is something we should all remember as a way to better know our students and their needs. Maybe every class should study response and literature in some way.
In the last chapter of the book Wilhelm ends with a discussion about the teachers role, and the influence on students reading. On pages 148-149 he has a list of questions under 'what counts'. The second question he asks is, "What is the role of the teacher? Are teachers simply people who deliver packaged curricula, who teach premade tests? Or are they individuals who create learning environments based on individual students' present needs, desires, interests, and abilities? Are we simply technicians painting by numbers, or are we educational adventurers guiding our students on their personal paths of learning?" (Wilhelm, 149). I like this question because it gets me thinking about what a teacher really is, and what their role within the classroom should be. What does it mean to you?
Saturday, September 22, 2007
Week 2 - Wilhelm Ch. 5
Chapter Five - Reading is Seeing
Wilhelm begins the chapter with a story and explaining that teachers deal with 30 students in almost every class, and they have to face each students individual needs. They need to be organized, enthusiastic about their subject and prepared for what the day might bring.
This chapter supplies another case study on three students, Tommy, Walter, and Kae. Tommy and Walter are LD students and Kae is an ESL student.
On page 117 Wilhelm writes, "It has been demonstrated that visual imaging encourages students to access and apply their prior knowledge as they read, increases comprehension, and improves the ability to predict, infer, and remember what has been read." He explains that after talking with the three students that none of them saw anything when they read a text, and therefore couldn't actually think about what they had experienced in the text.
On page 122 Wilhelm offers three activities to be used with visual arts; Symbolic Story Representations, Visual Protocols, and Reading Illustrated Books. All three are great methods to get student to visualize while reading. I really like SSR's because it allows the student to create what they are seeing, without conforming to what they are told they should be seeing, and using picture books helps students see the story as a whole. He continues with more activities on page 124; Illustrating Books, Picture Mapping, and Collages.
I enjoyed the section on Relating to Characters because often times when reading I try to place myself in a situation, or a location that the characters are in. I believe it is one of the best ways to picture the text, and try to understand the emotions of the characters.
Wilhelm begins the chapter with a story and explaining that teachers deal with 30 students in almost every class, and they have to face each students individual needs. They need to be organized, enthusiastic about their subject and prepared for what the day might bring.
This chapter supplies another case study on three students, Tommy, Walter, and Kae. Tommy and Walter are LD students and Kae is an ESL student.
On page 117 Wilhelm writes, "It has been demonstrated that visual imaging encourages students to access and apply their prior knowledge as they read, increases comprehension, and improves the ability to predict, infer, and remember what has been read." He explains that after talking with the three students that none of them saw anything when they read a text, and therefore couldn't actually think about what they had experienced in the text.
On page 122 Wilhelm offers three activities to be used with visual arts; Symbolic Story Representations, Visual Protocols, and Reading Illustrated Books. All three are great methods to get student to visualize while reading. I really like SSR's because it allows the student to create what they are seeing, without conforming to what they are told they should be seeing, and using picture books helps students see the story as a whole. He continues with more activities on page 124; Illustrating Books, Picture Mapping, and Collages.
I enjoyed the section on Relating to Characters because often times when reading I try to place myself in a situation, or a location that the characters are in. I believe it is one of the best ways to picture the text, and try to understand the emotions of the characters.
Week 2 - Wilhelm Ch. 4
Chapter Four - Using Drama to Extend the Reader
On page 90 Wilhelm writes about less proficient readers and how they read more slowly and less accurately then proficient readers. He explains that they don't make use of personal experience when reading. I don't necessarily think that is the case. I believe they are so caught up in trying to read correctly that they lose the meaning of the text, and don't have the time to make connections while trying to stay on track with everyone else. They are so focused on not failing, that in not understanding the text that is exactly what they are doing.
He also notes that reading problem can come from a mixture of "negative attitudes, conceptual difficulties, and self-defeating strategies" (Wilhelm, 91). He continues on by saying that less proficient readers believe reading is a decoding process, not a meaning-making process. I agree with this, they are more passive in relation to the text, whereas proficient readers take an active part in reading.
I liked that he focused on three new students for this activity, Kevin, Marvin, and Libby. Kevin - regular education student, less proficient & unmotivated. Marvin - both LD and ED. Libby - LD, but enjoyed reading on her own. He describes in the chapter how he used drama to help the students make meaning of the texts. On Pg. 100-101 Wilhelm lists 9 drama activities to be used in the classroom. I really like Snapshot and Tableaux Dramas. I think it would be a great way to see what each student sees a particular scene as.
I enjoy that the chapter shows the three students progression from frustration and dislike of reading, to making connections and enjoying the text.
On page 90 Wilhelm writes about less proficient readers and how they read more slowly and less accurately then proficient readers. He explains that they don't make use of personal experience when reading. I don't necessarily think that is the case. I believe they are so caught up in trying to read correctly that they lose the meaning of the text, and don't have the time to make connections while trying to stay on track with everyone else. They are so focused on not failing, that in not understanding the text that is exactly what they are doing.
He also notes that reading problem can come from a mixture of "negative attitudes, conceptual difficulties, and self-defeating strategies" (Wilhelm, 91). He continues on by saying that less proficient readers believe reading is a decoding process, not a meaning-making process. I agree with this, they are more passive in relation to the text, whereas proficient readers take an active part in reading.
I liked that he focused on three new students for this activity, Kevin, Marvin, and Libby. Kevin - regular education student, less proficient & unmotivated. Marvin - both LD and ED. Libby - LD, but enjoyed reading on her own. He describes in the chapter how he used drama to help the students make meaning of the texts. On Pg. 100-101 Wilhelm lists 9 drama activities to be used in the classroom. I really like Snapshot and Tableaux Dramas. I think it would be a great way to see what each student sees a particular scene as.
I enjoy that the chapter shows the three students progression from frustration and dislike of reading, to making connections and enjoying the text.
Monday, September 17, 2007
Week 1 - Wilhelm Ch. 3
Chapter Three - The Dimensions of the Reader's Response
I like that Wilhelm opens the chapter with an activities list; teacher journal, literary letters, think-aloud protocols, free-response protocols, cued-response protocols, two-column written protocols, and visual protocols. I like that he presents the activity with a description so that we can take the information and put it to use within our own classrooms. I also really liked the SSR mentioned in this chapter. It is similar to something we discussed in ED 301, and I believe it has very practical uses within the classroom. Asking a student to create something (while giving them creative freedom) on what they have read is a way to see how the student visualizes and relates to a certain text. I find this the most practical chapter out of the three we read because it gives ideas and ways to apply them within a classroom.
I like that Wilhelm opens the chapter with an activities list; teacher journal, literary letters, think-aloud protocols, free-response protocols, cued-response protocols, two-column written protocols, and visual protocols. I like that he presents the activity with a description so that we can take the information and put it to use within our own classrooms. I also really liked the SSR mentioned in this chapter. It is similar to something we discussed in ED 301, and I believe it has very practical uses within the classroom. Asking a student to create something (while giving them creative freedom) on what they have read is a way to see how the student visualizes and relates to a certain text. I find this the most practical chapter out of the three we read because it gives ideas and ways to apply them within a classroom.
Week 1 - Wilhelm Ch. 2
Chapter Two - Looking at Student Reading
I like that Wilhelm goes into more detail about specific students and their attitudes towards reading; whether it be enjoyment, frustration, or boredom. Wilhelm notes that as a teacher it is your job to familiarize students with literature and show them the variety of book available to them. He also makes note of how little time is given to teaching reading, and that subjects such as math and science are more of an educational focal point. I think the point that stuck with me was Cora's comment on page 31, "I don't believe reading can or should be graded." I believe that she is on to something. If you know a grade is dependent on something you are less likely to really enjoy it, and will instead just work to get it done without really reading into it.
I like that Wilhelm goes into more detail about specific students and their attitudes towards reading; whether it be enjoyment, frustration, or boredom. Wilhelm notes that as a teacher it is your job to familiarize students with literature and show them the variety of book available to them. He also makes note of how little time is given to teaching reading, and that subjects such as math and science are more of an educational focal point. I think the point that stuck with me was Cora's comment on page 31, "I don't believe reading can or should be graded." I believe that she is on to something. If you know a grade is dependent on something you are less likely to really enjoy it, and will instead just work to get it done without really reading into it.
Sunday, September 16, 2007
Week 1 - Wilhelm Ch. 1
Chapter One - Moving Toward a Reader-Centered Classroom
I thought this was a good introduction to the book, and to what a reader centered classroom should be. On page 11 Wilhelm writes "In order to develop readers, we must encourage and foster the creative attitudes and activities of engaged readers." We did a lot with reader centered classrooms and inquiry in ED 301, so I feel familiar and comfortable with the information. Wilhelm discusses the first theory of New Criticism. I know that is the theory under which much of my elementary education was taught, and I am interested in learning more about other literary theories. I liked that he ended the chapter with questions that get the reader thinking about their own reading.
I thought this was a good introduction to the book, and to what a reader centered classroom should be. On page 11 Wilhelm writes "In order to develop readers, we must encourage and foster the creative attitudes and activities of engaged readers." We did a lot with reader centered classrooms and inquiry in ED 301, so I feel familiar and comfortable with the information. Wilhelm discusses the first theory of New Criticism. I know that is the theory under which much of my elementary education was taught, and I am interested in learning more about other literary theories. I liked that he ended the chapter with questions that get the reader thinking about their own reading.
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