Discussion Sample 2

“The background knowledge we bring to our reading colors every aspect of our learning and understanding.” (Harvey/Goudvis pg. 92). I couldn’t agree more with this statement from the author. Teaching in a Title 1 school my students background knowledge varies immensely. Some of my students have had many life experiences while others have limited experiences. My job as their teacher is to give those experiences so they can begin to connect to the text being read to them, and the text they will begin to read.

“When we have a lot of background knowledge in a topic, we are much more likely to understand the text.” (Harvey/Goudvis pg. 92). Another statement from the text that is very true. The students in my classroom who have background knowledge comprehend the story better than the students who do not. “If readers have nothing to hook new information to, it’s pretty hard to construct meaning. But when we know little about a topic or are unfamiliar with the format, we often find ourselves mired in confusion.” (Harvey/Goudvis pg. 92).

One strategy I found that I would like to try with my students to build their background knowledge is Beginning to Make Connections: It Reminds Me of… With this strategy the purpose is to think aloud to introduce making connections. As you are reading the story you use think alouds like, it reminds me of…, and code the text R for reminds me of. Have students help you list things that particular piece of the text reminds them of. As students join in and share their connections you can list them on the board or on a chart. “Making connections to personal experiences facilitates understanding.” (Harvey/Goudvis pg. 92).

One strategy I found that I use with my students is Text-to-Self Connections: Relating the Characters to Ourselves. By doing this you are allowing students to link the text to their life. Many of the stories that go along with our core series have characters who are at a similar age to the students. “Stories close to their own lives and experiences are helpful for introducing new way of thinking about reading.” (Harvey/Goudvis pg. 92). Students can relate to the characters because many times they can relate to the problem the character in the story if having. “When kids make meaningful connections to the characters, problems, and events, they seem to gain some insight into the story as a whole.” (Harvey/Goudvis pg. 95).

“Once they read a wealth of stories and narratives, they begin to connect themes, characters, and issues from one book to another.” (Harvey/Goudvis pg. 92). One of my many goals as a teacher is to read aloud to my students as much as possible. By doing this I am hoping to expand their wealth of background knowledge so they can gain comprehension skills. I feel that background knowledge is an essential piece to my daily schedule because I have to help my students make connections to so many different areas they have not had any exposure to yet. 

Discussion Sample 1

When I first began reading the text book I was immediately draw to this quote; “If we connect to a book, we usually can’t put it down. Good readers make connections between the texts they read and their own lives.” (Harvey/Goudvis pg. 11) I never realized how important this was for my beginning readers but after I began teaching I found out very quickly! I was wondering why my students didn’t like my “reading corner.” After simply asking my students I found out they were bored with their 100 book challenge books and I needed to supplement them with more books that interested them. I spent time asking my students things they wanted to read about and checked out books from the library that they would enjoy. By doing this my students became engaged in the center and enjoyed reading.

As I continued reading I came across another quote that stuck out. When we read, thoughts fill our mind. We might make connections to our own life, we might have a question, or an inference. (Harvey/Goudvis pg. 12) This is a hard thing for a teacher to know if their students are doing or not. Teaching many ELL students at the beginning stages of reading I find when I read to them the majority of them cannot make connections from a story to their own life. As well, they do not understand what a question or an inference is. So I ask myself, how does one teach their students all of these skills?

For too long, we have been telling kids what to do rather than showing them how. Now the way we deliver effective instruction always involves modeling and/or guided practice in one form or another. We deliver instruction through the gradual release of responsibility framework. (Harvey/Goudvis  pg. 32) I learned this soon after I began teaching my guided reading instruction. I originally began teaching my students by choosing a target and talking to them about it and then reading the book with my students. I did not model or help guide them with practicing the new skills. I found out without doing this my instruction was not effective with the students. I had to teach them the new skill while allowing time for the students to practice the new skills with me.

Teaching kids to comprehend means we show them how to construct meaning when they read. Strategy instruction is all about teaching the reader not merely the reading. (Harvey/Goudvis  pg. 31) After reading this I now understand that this book is going to teach me different strategies to teach my readers comprehension. I am excited to continue reading and learn new strategies which will help guide my reading instruction. As a teacher I know I will always be learning new strategies and tools to use with my students. I will be growing and learning right along with my students.