Read Alouds

Read Alouds

I found the article to be somewhat informative. I basically know this content already. The one thing that I liked was the example questions and student responses in table 3. The components and text to talk approach in table 3 was also good information to look over. I believe that initiating questions is a great way to keep students engaged. I know from personal experience in my world literature class, that if it were not for our random class discussions initiated by questions from the professor, I would have been clueless about the story. Some students may need a little help in getting the gist of the story. Read alouds followed with questions are a great way to at least get students interested in the story initially. In chapter 4 I was mainly focused on the section that discussed reading text aloud for specific subjects. I think that this does not just mean text books but books that can relate subjects across content area. I love finding a good book and then asking the students to tell me how it relates to different subjects and what they can learn from this book. Relating new content to prior knowledge is a great way for students to learn. It also keeps them more interested in my opinion.

Comparing Writing to Learn and Ch. 8

The article, Writing to Learn, is basically stating that writing enhances students thinking and learning. Writing about a topic can deepen a child’s understanding of the particular subject. When writing, students already know enough about the topic and use writing to broaden their ideas, ask questions, and think critically, or they are unfamiliar with the topic and have to research to learn more about the topic. There are many different strategies used depending on the learner and the topic. Chapter 8 discusses how writing to learn differs from learning to write. I agree that learning to write is very important so that writing to learn can take place later in a child’s education. I somewhat disagree with the structured process of prewriting, drafting, peer review, revising, editing, final, and publishing. In some cases it is important to have structure, but there are also other useful writing strategies to use such as the ones discussed in the article Writing to Learn. I do agree however, that content area teachers should use writing in their classrooms. But, in my opinion, a teacher should only be picky about a student’s writing if that teacher is teaching English. Other teachers should support the students ideas and encourage them to want to write. Students will learn by practicing, and if every teacher in every subject discourages their writing ability, a students will lose interest in trying to write. Teaching a child to write is very important, but using writing as a way of expression is also important. Chapter 8 discusses man prompts to help students get their foot in the door with a particular topic. It also has ideas on how to incorporate writing to learn in every subject.

Moss

In my opinion, content area literacy should be included on all learning levels. Teachers can make informational text interesting for students to read. In my classroom, instead of forcing students to read only informational text provided by the teachers, students will be encouraged to use technological resources to read and find information on topics of their interest. I personally have to give google credit for approximately 35 percent of my educational knowledge. Education is an area that sparked my interest, therefore I am constantly researching and reading about education. This same concept applies to many students. Content area literacy could spark the interest in a child and encourage them to research more information in their own time. The article also discussed how k-12 should be reading content area literacy. I agree with this mainly because it is an effective use of instructional time. When students begin to learn about something new they become more interested or curious about the topic. If a student is reading a fictional story, there is no further learning taking place other than reading. Informational text can get students interested, which leaves a classroom open for inquiry and discussion. Basically, I feel that content area literature promotes authentic teaching opportunities by covering a number of topics, getting students attention, and striking their curiosity.  

What types of content area literacy can be used in a kindergarten classroom?

Should students be allowed to find their own idea of "content area literature" to bring to class? There is no way for a teacher to know if what the child is reading is grade level appropriate for every student, but it would encourage students by giving them some freedom.