to meet characters who they have yet to meet in real life. It also allows children the opportunityto identity with the story. This becomes a comfortable venue to learn about children’s lives, while embracing them for who they are.The section “Children about Identity, Stereotypes, and Bias” by Jinnie Spiegler resonated the best with me. He discusses the power books have to instill empathy for people who are different and how a simple story can inspire children to change the world. My favorite part of the article is when Spiegler reads Grace for Presidentand his daughter questions him where the girls were, she was shocked that there had never been a woman president. The idea that she was able to notice this is staggering, but it proves that books do act as a “mirror” for children and that they want to be represented in the stories. It’s important to teach children that there are many differences between people in the world and that its perfectly okay. This will help promote social acceptance instead of teasing and name-calling because the children understandthat being different is normal. When I was in my later years of elementary school, I remember being given worksheets that contained a passage with questions pertaining to the vocabulary. The teacher would display the worksheet on the over-head projector, and we would go over it together. The questions revolved around knowing what a particular word meant, so the teacher demonstrated how to look for context clues. She circled the word in question and we underlined any context clues that gave hint to the meaning. We were also given passages of stories, which we were tested on. I wouldn’t agree that I was taught vocabulary instruction as explicitly as the students in the MCVIP Project. They learned 12 high-priority target word meanings each week, which is outstanding. It was structured in a way to support the students’ developing understanding of the word meaning. In the book, it acknowledges that some students are not able to handle the complexity of texts that are written for their age group. With that in mind, how would you provide these particular students with extra support to make sense of the material without making it obvious to the whole class? The book also mentions how the internet provides new ways to acquire knowledge, such as verifying the credibility of sources. In a world of technology, I feel that this isa huge problem when it comes to social media. Therefore, I would like to learn more on how to incorporate reading articles off the computer, so students could learn the importance of research at a young age.
1.Teachers evaluate student comprehension according to different beliefs about where meaning resides. Rather the teacher believes the ideas of the group called New Critics, Romantic Intentionalists, or Reader Response Theorists, they still follow the same process to assess their student’s understanding. In the book, it explains the process to measure the growth of your students. They should be assessed before, during, and after
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- Fall '12
- common core, Jinnie Spiegler