Final project
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Reading and Writing

Reading and writing are extremely related. I believe that reading helps with spelling. When children constantly read new books, they are being exposed to different words or familiar words. This exposure to new or familiar words will help with writing because they will know how to spell. The Grave text states that “even though reading and writing are very similar they have always been taught in different classes (Graves, 2010, p.374)”. The text also describes how combining the two would make a lot more sense. I think that it would be a great idea to combine reading and writing classes. When I was in elementary school, my reading and writing classes were combined and it was easy to see how the two connected. I found it very interesting that the text stated that having students read quality work is a great model for writing because I sometimes tried to imitate the writing styles of my favorite authors. The text also described different processes as to which teachers should approach teaching writing. In the Graves text, it was stated that the “systematic functional linguistic approach is a really good way to approach teaching writing. “This approach provides a keen focus on text characteristics, which all good readers and writers need to understand (Graves, 2010, p.376)”.  In the text, both formal and informal writing are discussed. I know that as a child I mostly enjoyed informal writing. Brainstorming, note taking and quick writes were also discussed as a way teachers can teach and improve writing skills for children. The Graves text states that writing needs to matter. I never liked when teachers gave me prompts to write about because I did not really care about the question they were asking. On page 374 it "states that students should write for important purposes , what students write should be valued by themselves ( Graves, 2010, p.374)" I completely agree with this statement. Many times when teachers have in class writing prompts, I notice the look of boredom and disappointment on the faces of students because they do not want to write about the topic they were given. he physical environment that students write in is also discussed in the Grave's text. The text states that students need time to write. I remember in AP English my class had time writings every Friday.  This made me feel so pressured and often did poorly on them. The text states " The physical environment of a productive reading-writing classroom will reflect the attitude of the students ( Graves,2010, p.375)"  

Public Library Observation

 

A couple weeks ago I went to my local public library to observe story time with parents and children. The title of the story time was "Mommy and me". The seats were very bright and colorful and the event took place in the children's reading section of the library.  Though the title of story time was called mommy and me, I saw children with their grandmothers, Grandfathers and fathers. A large group of children came to the story time and seemed to be enjoying reading with their relatives.  The space that was available for the event was very large and open.  About twenty children showed up for story time with their parents. The Librarian did an excellent job in engaging the children in the reading. The cognitive view of reading stresses that “reading is a process in which the reader actively searches for meaning in what she reads. The reader makes connections with ideas in the book to prior knowledge (Graves, 2010, p.2). “At the beginning of story time, the Librarian read to the children and parents. After this, children and parents were allowed to grab their own books and read together. I think that the Liberian was fostering the cognitive –constructivist view of reading because the children were now in charge of what they were going to read. Meaning that they might pick a book that they can better relate to than the book the Librarian chose.  In class we talk about how important it is for children to see themselves in literature and I believe by letting the children pick their own books the librarian somehow gave them control of the session. We also talked about in class how to make our class rooms reading friendly. The Librarian had posters of different books hanging around and stickers on books that said “read me”. Chapter two of the graves text stated how modeling can be very effective during literacy education. One of the activities that the Librarian had the children do is a partner reading with their parents. Before the children started doing so, the Librarian modeled how it was supposed to go. Graves’s text chapter two states after explanation, modeling is the next step in the gradual release of responsibility (Graves, 2010, p.34)” Chapter three of the Graves text is mostly about Motivation and engagement. The Librarian definitely incorporated this into her session.  After the reading session children were able to take a gift bag home. Parents were also motivated to read with their children because they got half of the fines on their library cards removed. Chapter three also stresses that students need to have a choice about what they read (Graves, 2010, p.56)”. When children are reading books that they personally picked, they will be more motivated to read the book. In chapter six of the Graves text, it states that “teachers need to make many important decisions about the text that students read. One size not fit all (Graves, 2010, p.130)”. I can honestly say that I saw a variety of books in this story time. When it was time for the children to pick their own books to do partner reading with their parents, I saw children books written in Spanish, about different countries and history.

 

            I think that the Librarian used many different techniques to get the children and parents into the reading. I really like the fact that this story time involved parents because this is very important for emergent readers. Parent involvement is very important in reading. I think that the librarian successfully engaged everyone in the readings. The only thing that I think that she should change is the titled of the story time. The titled of story time was “mommy and me”, targeting only mothers. Many children who came with their fathers asked if it was okay to stay for story time. The Librarian’s story time could have had more people attend if the title were different. The Librarian should have done a better job staying on schedule with her event. When parents and children showed up to read, she was not there. The beginning of story time was a little difficult because she had a hard time getting the children quiet on task.