Chapter 13 is strictly about children literacy in the
classroom. The chapter breaks down into four different components the teacher
may use with the students in a particular class. The components are: reading
aloud, writing aloud, shared reading and guided reading. Each component is detailed enough to guide
the teacher to successfully complete this type of teaching technique.
Reading aloud is a type of teaching
style that many teachers choose to do so, and with doing so this style has so
many successful benefits for the students in the classroom. Teachers must keep in mind while completing
this type of activity when to read aloud, what to read aloud and how to read
aloud. Each part of this style is detailed and broken down so that the
opportunity for success is presented.
Writing aloud is another component that is detailed in the chapter and teachers must keep in mind when and what to write aloud and how to write aloud. “Writing aloud can make the complicated, invisible process of composing visible to children so that they can recognize and adopt these strategies as their own (Pg395)”. Shared reading the teachers must decide when and what to read during shared reading time, how to conduct shared reading. For instance shared reading should be conducted as a part of the daily reading instruction and can be also used for content are instruction as well.
Writing aloud is another component that is detailed in the chapter and teachers must keep in mind when and what to write aloud and how to write aloud. “Writing aloud can make the complicated, invisible process of composing visible to children so that they can recognize and adopt these strategies as their own (Pg395)”. Shared reading the teachers must decide when and what to read during shared reading time, how to conduct shared reading. For instance shared reading should be conducted as a part of the daily reading instruction and can be also used for content are instruction as well.
Guided reading is the last components
the books speak of that teachers are incorporating in today’s classrooms. Even
though this type of teaching technique has disappeared teachers must keep in
mind the benefits behind the technique,
what the children need to be reading during the guided technique and
when and how to conduct guided technique teaching. In conclusion of this
chapter the main objectives are to inform teachers of how to incorporate these
types of teaching techniques in the classroom, which can improve the student
reading performance.
Shared reading is the last component that was developed by Don Holdaway. In this type of structure in today's classroom shared reading is a time where books can be read aloud to students in the classroom to help support all types of reading development. The important benefits that were mention in this chapter from this type of structure is that "shared book experience produced statistically superior impacts on all measures of reading proficiency (Pg 397)". The teacher must keep in mind when and what to read during shared reading and how to conduct shared reading time.
Links for class activities:
Shared reading is the last component that was developed by Don Holdaway. In this type of structure in today's classroom shared reading is a time where books can be read aloud to students in the classroom to help support all types of reading development. The important benefits that were mention in this chapter from this type of structure is that "shared book experience produced statistically superior impacts on all measures of reading proficiency (Pg 397)". The teacher must keep in mind when and what to read during shared reading and how to conduct shared reading time.
Links for class activities:
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