Breaking Down Words to Build Meaning: Morphology, Vocabulary, and Reading Comprehension in the Urban Classroom

This article opens up with a situation that involves a teacher and her 4th grade class. She reads them an article about the president and asks them what the word “popularity” means. Everyone seems to have a confused look, but one student named Brenda says what she thinks, and that she figured it out because she looked for a word inside that word that she already knew. I think this is a VERY important and strategic method for teaching young children the meaning of words. Breaking them down helps them tremendously. As the article says, if students are unable to break down words and figure out their meaning, they lose comprehension of the text, regardless of whether or not they can pronounce the word. Today, in urban schools, there is an increasing number of English language learners, and these students are less likely to understand complex words. I like the way the article mentions “4th grade slump.” Many students are able to comprehend grade level texts in lower elementary grades, but as they move up, they lose this comprehension because the texts get harder. Many students have a superficial meaning of the word, which causes them to lack in comprehension. The articles also states that students learn 2,000-3,000 new vocabulary words a year and most of these words are learned through context. It is important that teachers know the strategies to teach in order to help their students. Another extremely important thing to teach is morphology which is the study of shape.  It is most promising in improving reading comprehension.  This becomes more important as students get older. This article gives 4 principles of teaching morphology, which I think it very useful and helpful for pre-service teachers, and even current teachers.  I think this article proves a very good purpose, and I hope that I will be able to refer back to it once I have a classroom of my own!

Integrating Instructional-Level Social Studies Trade Books for Struggling Readers in Upper Elementary Grades

I think that this article opens up with a very real situation. When I was reading about Jon’s situation, I found myself asking “Are you serious? Is she really making him read the same level book as everyone else, even though he’s behind?” I think that this is a problem that occurs to often. Teachers do not want to take the time to stop or slow down for those students who need extra help. They do no want to provide different instructional material because that is more work for them. When one does not start out reading at THEIR own instructional level, they will never be able to fully move forward. They will be stuck struggling over words and stories that they do not comprehend. This is why it is important to incorporate reading instructional-level text. This goes both ways. There are many children out there who are like Jon, however there are also many children out there who are ABOVE reading level. This works the same way for them. If you give them something to read or and assignment to complete that is too easy for them and does not challenge them, they will not continue to enhance their intelligence. It is important to find and cater to each type of learner. As the article says, this increases the student’s word recognition automaticity and comprehension.

Trade books are more beneficial than a regular old textbook in that they have more in-depth coverage and detail. They cover information in a more interesting way, and this motivates children. I think that this article is so helpful in that it tells a teacher how to start looking for these trade books that will reach out to both types of learners. Teachers need to know how to locate books that match the theme of the lesson or subject they are learning about, and how to find different grade level books that different children can read. A 3rd grade book and a 5th grade book on the same topic are going to be written differently, but probably cover pretty much the same information, just one in a simpler way. We should all take advantage in the lists/examples they give us, because it can only be used as a positive thing.

Shared Readings: Modeling Comprehension, Vocabulary, Text Structures, and Text Features for Older Readers

I think that this is a GREAT article with GREAT information for teachers and pre-service teachers. One of the first things it talks about is Shared Reading and Big Books. When teachers use Big Books for shared reading, it allows to students to follow along and watch. I think this gets the students attention more than if the teacher was just reading to them out of a normal size book. Along with this, choral and echo reading also needs to take place. The article tells ways that you can do shared reading with your classroom other than just Big Books. Also, the ways in which the students participate in the readings are great, and things that I do not think I have ever personally thought about. The Five Finger and partner sharing are excellent ideas for students to share what they are reading about (or, what the teacher is reading about TO them.) The article makes a good point about modeling different comprehension strategies at one time, and not just focusing on one. When it came to vocabulary, they used context clues, word parts, and resources. This way they did not give the students the definition of a word without having them think about themselves. Using other students to  help define a word is an example of resources, and is a very good idea. When looking at text structures, the article mentions that authors use signal words. It is important to realize and remember that text structures are important in comprehension of a story. There are also text features which include captions, illustrations, graphs, diagrams, and much more.  These things allow readers to determine the meaning of the text. After the shared reading is finished, you cannot stop there. You must provide a discussion with the students so that you know they understand the story.

The Not-So Jolly Roger

This was such a cute book! I loved it, and I know that children will love it! Not only is the story good, but the pictures that go along with it enhance it! I think this book offers a lot of useful information about Blackbeard, but at the same time, includes a little humor that will younger children will find entertaining. I really like how at the end it has a section that tells what the three kids, the “Time Warp Trio”, ended up doing after they returned, which also allows a little bit of humor. The sentence structure is really age appropriate. The sentences are not too short, but not too long. This story keeps young children’s interest, and they want to continue reading it.

Sunshine

When I look towards the sky

I see that beaming ray of light

Shining down on all creatures

Providing a light

That brightens all of earth

Soaking it in

Allows such a mood

To come over the body

I find myself smiling

Thankful for another day

So Much Depends Upon….

So much depends upon

a box of memories

made with love

by a mom and dad so great

for a bond so strong.