EDRD 7718

Module 1: Summary

Module 1 discussed how expository texts are harder for students to understand than narrative texts due to their structure. Expository text structures that should be taught are compare and contrast, problem and solution, descriptive, cause and effect, and sequence. The graphic organizers provided for each of these texts structures could be useful in the classroom. The completed example of each graphic organizer was a good source of information to see what could be expected once a graphic organizer was finished. Incorporating these sources into classroom instruction helps students learn to become successful, independent readers.

   

The video in module 1 provided example activities to do with struggling readers. These activities could be used at home with parents as well as in the classroom. I liked how the teacher in the video related the main idea of a story to an ice cream sundae. I think that comparison will help students understand what main idea really means. Just like you can’t have an ice cream sundae without ice cream, you can’t have a story without a main idea. 

In my experience with first and second graders I have found that they enjoy textbooks. They don’t have to do a lot of independent reading with them though. We read them in small groups or out loud in the whole group and discuss topics and words as we read. In my first grade science textbook I found that the average length of the sentences was 7 or 8 words. This textbook provides many photographs to support the text and keep students interested. The Vacca text offered some insight for things to consider when using textbooks in the classroom. For example, textbooks tend to skim the surface of major historical events; therefore it is beneficial to supplement lessons with trade books and other sources. Using a variety of text and supporting/guiding students throughout their reading in the primary grades will help them develop the reading skills necessary to be effective, independent readers later in school and life.