Guided Reading and Vocab

After discussing the importance of guided reading for students of all ages, I have thought a lot about its lack of an appearance in the class I am in. I have observed reading aloud and literature circles, but I have yet to see a full picture walk and discussion around a book. However, after observing their class' reading of My Name is Maria Isabel and the elements of immigration and culture, I can see certain elements of a guided reading manifesting. In comparison with the guided reading regarding critical literacy that we did it class, it is clear that there are many ways to utilize rich literature in the classroom even if certain elements of a part of balanced literacy are missing.

I was intrigued by the conceptual framework that we discussed regarding how vocabulary is learned. The process (sight, context, structural analysis, phonetic analysis, and dictionary) is a complete picture of how one decodes a word, and it simply amazes me that people are able to utilize these steps at a very young age. This process in itself is a rationale behind the necessity of Rumelhart's Interactive Theory since it showcases both the necessity of knowing bottom up and top down approaches when encountering a new word. Thus, as teachers, it is our responsibility to teach students both the elements of words along with the words themselves. I am anxiously awaiting to observe the classroom do any word work, as they have time for it alloted during their day. Because teachers often have their own way of making this subject teachable, I cannot wait to see Dona's expertise playing out.