Date：July 7, 2003 & July 8, 2003 Time：9:00 ~ 11:20a.m. Children：14（6~10 years） I never knew I had a chance to read stories to children till I walked into the door. I saw many books set up on the tables. A lady asked me to read stories to children. One 8 years old little girl whose name is Susie sat beside me. I let her choose any books she was interested in and read to her. But it didn’t take a long time. Maybe my speak tone was not attractive or maybe the story was boring. Susie just couldn’t pay attention; therefore, I asked her to read to me. When she fatigued I read next turn. After that, I realized that reading should be fun, and it shouldn’t be like what I did. I should try to take it easy rather than just like teaching a class. Next day, I read to two younger girls, it seemed better. I would stop and ask about the pictures and about what is happening in the story, or just chatted with them. In my opinion, the most important is arousing children’s interests to help them learn reading. Children really enjoy drawing. When they saw I taking notes they asked me to give them paper and pen. One boy was very concentrated drawing from copying the picture of a storybook. It shows that: “Experiences with art, paper, and pencils are related to children’s early reading and writing development. Drawings and scribbles are early forms of writing.” (Arthur W. Heilman, Timothy R. Blair, William H. Rupley, 1998, Principles and Practices of Teaching Reading, p.101) From 10:00 to 10:30 was group time. This week, their topic was Dinosaur. Teacher read stories about dinosaur (dragon) to them. She used many ways to make reading interesting and catch children’s attention. The teacher let the children look at the pictures then asked the questions, pretended characters’ voice, and used the high tone to make reading difference. It is also worth noting that showing storybook to children or closing storybook for a while both can catch children’s attention. For instance, when teacher read a key point she could close the book and ask “guess what?” Most of time children wanted to know what’s next and they would pay attention to figure out. From 10:30 to 11:20 was activity time. First day, teachers taught children to make a dragon glass which the dragon wore in “The library dragon” this book. Teachers made patterns before then let children design it. It’s a very good idea to relate to the storybook. Next day, children created their ideas to make dragons by polyfoam cups and paper bags. It’s really efficient to have this kind of opportunity to know how reading to be presented by visiting “Play in the park” program. In addition, it is a good way to engage children focus on reading. When I let the child read to me I found she could pronounce by phonics, but the key to understand the words and the meaning is important. I would like to encourage parents to join this program. As we learned, parents read to child is a kind of modeling and it also can help parenting education. It can make changes to provide for parents future participation. Reading is an active process (Arthur W. Heilman, Timothy R. Blair, William H. Rupley, 1998, Principles and Practices of Teaching Reading, p.4); we should make it more fun.
小記: 這是我這個summer上 Foundations of reading 時的一份參觀觀察報告. 美國的圖書館針對兒童閱讀的一個program, 在暑假為了提升幼兒閱讀的能力, 在各社區中心有專人陪伴小朋友閱讀. 抱歉還沒時間翻成中文, 您就當做練習英文閱讀能力隨便看看ㄅㄟ.
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