Module #5

I found the information in this module very interesting because comprehension is so key in reading and maintaining reading. We should all be in a constant state of learning and growing vocabulary should be part of that process our entire life. The strategies to better comprehend information were helpful in searching for new ways to better serve my students and make a difference in their reading. Many of the organizers I already use in my classroom, as well as, some drawing ideas. I really like the ReQuest Procedure because it puts learning back into the hands of the students, as well as, the responsibility to learn.

I believe that other students in some ways can be better teachers than the teacher when it comes to comprehension of information. Instead of being talked at and to, they are able to share their ideas in more of a forum to their classmates and have classmates do the same to them. Learning should be fun and the text interesting. As a teacher, I must be willing to step put beyond what is comfortable to me and find ways to make information stick to my students.

Module #4

I have come to find that this "blog thing" isn't so bad. I really love the way that I am able to express myself through text and words; moreover, I enjoy knowing that others carry the same burdens, hardships, and trials through education. Building vocabulary for students is something not only that they should be doing, but that I should as well. Words I use in conversation should be pivital points where students begin to wonder what in the world I am talking about!

The most interesting things that I thought most would apply to activating the kinds of knowkedge and vocabulary for my students were the Semantic Web and the Mapped Questions. The Semantic Web is similar to a Circle Graph that use regularly in my classes. It's simple and students can easily remember what they drew. My students make vocabulary cards, stat cards on key terms or people (goodness we study lots of people, places, and things) and the students have enjoyed not only their art work on one side, but "who" that person, place,or thing really was/is.

I love reading a unit and seeing the ways that I am already putting to use some of these strategies. Students with learning disabilities really do well well with activities and new vocabulary when they can connect to it. This chapter and resources showed the connection that is crucial for students through text and comprehension, and most importantly, the role that I play in all of this!