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reading workshop

Chapter 4 is comprised of mini-lessons to teach the procedures of the reading workshop. I liked that it was broken down by specific grade levels. There were 20 mini-lessons to get you through the first four weeks of school. Some of the lessons included rules for using the book nook, how to choose the just right book, and how to conduct reading conferences.

The fifth chapter focuses on mini-lessons that teach specific reading strategies and skills. Some of the strategies are visualizing, making inferences, and looking ahead. Included was a list of 70 read-aloud books to teach these strategies. I realize that we have many of these books in our media center, but to do this program the way it's intended teachers really need to have many of these books in their classrooms. Students are supposed to be able to go back and refer to passages in the books. I can't imagine that the school system has the funds to furnish teachers with even a fraction of these books.

Chapter 6 is mini-lessons on literary techniques and literary elements. Some  elements lessons focus on the setting, characters' actions, and anticipating the ending. Lessons on techniques included symbolism, mood, and figurative language. Again, the book had another lengthy list of books that would be most helpful in teaching these lessons.

The Reading Workshop

Chapter 1 describes what the reading workshop is and why it is preferable to teaching reading the traditional way. It also describes the importance of teachers reading aloud to their students. I feel that we do a very good job with reading. We make sure that our students have a large block of time to read independently, and we expose them to good quality children's literature that we read together every day in class. We are trying to figure how we can adjust our schedules to utilize some of the components or reading workshop that we are not currently using.

The second chapter focuses on the organization and management of your classroom if you are using reading workshop. There are some very good ideas, but we are definitely not ready to start this because we do not have the materials needed. The book stresses the necessity for a LARGE collection of books for every classroom, and this collection needs to cover all genres of literature. I can't imagine that the school system will have the funds to buy us these books for the fall.

The reading workshop is based on opening each daily lesson with a mini-lesson. The third chapter of this book explains how to construct these mini-lessons and what students are to do after the mini-lesson. One thing I am unsure about is how you arrive at a reading grade for students. It seems like it will be a very subjective, ambiguous process. I like many of the ideas of the reading workshop approach, but I also see the value of balancing it with a  more traditional approach.

Teaching Student-Centered Mathematics

Chapter 9  is about deveoping measurement concepts. Estimation of measurements is something students need to experience. It is also important that students practice using various units, sometimes even creating their own units. Everyday objects can be very helpful in measuring area, i.e. beans, color tiles, pennies. Using these objects can lead into measurement using standard units.

Algebraic reasoning is covered in Chapter 10. Patterns, symbols,  and number relationships are the basis of algebra. Students need to see that algebraic variables are just other ways to represent numbers.

Teaching Student Centered Math

Chapter 5 focuses on basic concepts of fractions:1.You can have fractions of an object or a set. 2.The more fraction parts, the smaller the parts. 3.The denominator of a fraction is a divisor and the numerator tells how many fractional parts you're working with. 4.Equivalent fractions are different ways of looking at the same amount. Many hands-on activities are listed to teach these concepts.

Computation of fractions is the main focus of Chapter 6. It is very important that students do more than just memorize the rules of computation.  They need to truly understand  the operations and what they mean. Many opportunities for "informal exploration" of these operations are described in this chapter.

Chapter 7 stresses "friendly fractions to decimals". Students need to see that decimals are simply another way of writing fracions. Those who have never grasped place value will, of course, have a very difficult time understanding decimals. Base ten blocks can be a valuable tool when teaching decimals. Ordering decimals and computation of decimals are included in this chapter, as well as the teaching of percents.

Geometric concepts are the emphasis of Chapter 8. We need to provide students with many experiences to develop their spatial sense. Transformation of shapes is a concept often ignored. It includes the study of translations, reflections, and rotations. The research of two Dutch educators is introduced in this chapter (the van Hiele levels of geometric thought). There are five levels, which the authors summarize. Geoboards and pattern blocks are essential manipulatives when teaching geometry.

Chapters 1-4 of Teaching Student Centered Mathematics had an overwhelming amount of material.  It stresses a very non-traditional method of teaching math that requires teachers to look at math instruction in a totally new light.  Four basic components  are as follows:1)Children learn constructively. 2)We need to teach math as a means to solve problems, not just to find answers. 3)Lessons need to be carefully planned, not just by following a textbook. 4)Teachers need to constantly assess where their students are.  The book talked about the importance of students interacting with one another as they try to solve problems. Every student has the ability to make sense of math, even though they will do that in different ways and at different rates. 

The second chapter of the book was a collection of activities to teach number sense. Relating multiplication and division to repeated addition and subtraction was one of the big ideas discussed. Other big ideas were place value structure and  characteristics of whole numbers.

Chapter 3 discussed different strategies to help children master their basic facts. Number relationships help students remember facts. To master subtraction facts, children need to "think addition". (Rather thank thinking 13 minus 6, a child should think of addtion facts: what number added to 6 makes 13?)  Children need to understand that all the facts are related.  They should always be thinking about ways to figure out new facts from those they already know. One interesting statement that stood out was that calculators should be out on students' desks every day.  The authors believe that rather than interfering with students learning their facts, use of calculators may actually help them learn basic facts more quickly.

The last chapter in this week's assignment taught strategies for whole number computation. Teachers should not be so adamant that students use traditional algorithms for computation.  Invented strategies are usually understood better by the students who create them. Flexible methods often require a better understanding  of operations. 

Craft Lessons

Pages 65 -77 are additional techniques you can teach your students to enhance their writing.  Many of the techniques involve different types of leads and endings.  I really like the way the authors provide titles of picture books that utilize these different techniques.  It would be very useful to have a copy of this book in my classroom so I can refer to it when I teach these lessons.  It is a very practical book with unique ideas, and it's written concisely. 

Craft Lessons

I read pages 1-13 of the book.  It addresses several issues teachers need to be aware of when teaching writing.  One is time.  Students need to be writing on a daily basis, and they need to get some kind of feedback on their writing.  The book explained some tips on how to establish effective writers' conferences with your students. Another issue was writer's responsibility.  We as teachers have a tendency to give students too many guidelines in their writing.  We need to give students more freedom and choice in their writing assignments.  The use of literature is very important in the teaching of writing.  In the upper grades we tend to downplay the use of picture books, but this book said picture books can be a very valuable tool.  When students hear books read repeatedly, they tend to notice author's techniques more.  Then hopefully students will transfer some of these techniques to their own writing. I hope to use several of these recommendations in my classroom. I want to utilize picture books more, in addition to the novels we already use.  In responding to students' writing, I will try to focus on one or two areas that need improving.  I have a tendency to try to correct too much, which is frustrating for both the student and me.