Noteblog # 2

The Triplett and Buchanan article that I read discussed the benefits of book talks when used appropriately in a classroom. However, I have never seen any evidence of these kinds of book discussions used in my field study classroom. Although there is a large focus on language arts/ literacy and the majority of the days schedule is comprised of some type of reading and/ or writing activities, very little of this time is spent actually discussing what is being read. More often than not students will read a short passage and complete an accompanying worksheet. My field study elementary school is required by Grant to use only literacy materials provided by the Houghton Mifflin publishing company, therefore many of the reading and writing exercises resemble this type of worksheet activity. The Article I read discussed the benefits of book talks on reading comprehension. Most recently the students at my field study were completing exercises to help with speed and fluency in reading, yet when I sat one on one with a student and asked them to tell me what the story was about, very few children were able to explain the story to me. This makes me think that these students really need to start focusing more on book talk- type activities.

One of the students in my field study classroom that could benefit from scaffolding in particular is actually an ESL student. He is a very bright boy and often does not comprehend what is being asked of him on the first explanation, therefore he benefits from rephrasing and simplifying the request until he is able to best comprehend what is being asked of him.