Please enable JavaScript.

Coggle requires JavaScript to display documents.

LLED 462: Assignment #1, Prompt #3 A grade two student comes into the…

- - - - "Do not discourage children from reading because you feel they are reading the wrong thing. Fiction you do not like is a route to other books you may prefer. And not everyone has the same taste as you. Every child is different. They can find the stories they need to, and they bring themselves to stories." (Gaimon)
      - "Well-meaning adults can easily destroy a child’s love of reading: stop them reading what they enjoy, or give them worthy-but-dull books that you like…You’ll wind up with a generation convinced that reading is uncool and worse, unpleasant." (Gaimon).
    - - "Have an open discussion with the parent(s) in regards to their reasoning for moving their child into chapter books at a certain reading level (they need to feel heard and respected).
        Then explain your perspectives as the teacher/TL and make a workable plan together." (Kanachowski)
        
        "Check in with the parents (don’t disappear after one interaction)"
  - - - Reading Levels are "are ‘a teacher’s tool, not a child’s label.’ But that’s exactly what levels have become—labels that restrict our readers and tell them that their reading identity needs to be based on an outside influence—the teacher—and not their own intuition." (Parrott, quote by Fountas and Pinnell)
      - “Matching children with books solely by reading level removes the teacher’s responsibility for knowing much about children’s literature or teaching children meaningful strategies for self-selecting books beyond level.” (Parrott)
    - - Book selection
      - Active reading strategies
      - Book talks or lit circles
      - Creating reading communities
      - The different types (and levels) of texts and the importance of reading a variety of texts
  - - - "The challenge becomes, not finding that scarce plant growing in the desert, but finding a specific plant growing in a jungle." (Gaimon)
      - “If we are trying to help kids become independent learners, then they need to develop skills for finding their own books...In the real world, books are not leveled.” (Parrott)
      - "A reader’s ‘match’ to a book is going to change with what prior knowledge the individual brings to that specific topic." (Parrott)
      - :
        
        BOOKMATCH
        
        high interest.
        
        connection, and
        
        topic appropriateness,
        
        appeal to genre,
        
        manageable text,
        
        knowledge prior to book,
        
        organization,
        
        ordinary language,
        
        book length,
    - - “When we promote books to children and share our reading lives with them, we offer more than another great book recommendation or reading cheerleader: we invite them into a society that reveres reading and readers.” (Kelley & Miller, p. 91)
    - - “Many readers crave connections with other readers … and believe that these relationships enrich their lives and their reading experiences.” (Kelley & Miller, p. 96)
- - - - Show Krashen's video
      - "Talk about the benefits of self-selection and the complexity that [a variety of books] include in their multimodality" (Mendgen)