Language Development, Emergent Literacy, & Reading in

Young Children
I Already Know How to Read: A Childs View of Literacy
Prisca Martens
CHAPTER OE
COLLECT CO!!ECT
Collect
!uotation" #rom the reading$
"hat resonates for yo#$
"hat %ortions of the cha%ter do
yo# &nd interestin' and(or
i)%ortant$
Connect
%y thought" a&out the
'uotation"$
"hat is fa)iliar$
"hat is new$
"hat *#estions are raised for yo#$
"hat do yo# a'ree or disa'ree
with$
+,ean Pia'et -elie.ed that we don/t
01now what we see2 we 0see what
we 1now 3Pia'et 456478 Martens9
%': ;
I -elie.e that this f#nda)ental idea
is so i)%ortant: "hen loo1in' at
so)ethin'9 we do not initially 1now
what it )eans: It ta1es ti)e to 'et
to learn it and then once it is
learned9 we can reco'ni<e it: This
conce%t ta1es ti)e to learn9 #ntil
we &nally 'ras% the conce%t: "hat
we -elie.e a-o#t children and how
they learn deter)ines what and
how we decide to inter%ret their
actions and state)ents:
+instead of ass#)in' )y st#dents
didn/t 1now anythin' and I needed
to teach the) e.erythin'9 I
decided to restr#ct#re )y
classroo) so I co#ld e=a)ine their
readin' and writin' in school )ore
closely and let the) teach )e
what they 1new:8 Martens9 %': ;
I li1ed this *#ote9 since she as a
teacher had a initial strate'y that
she #sed in her classroo)9 -#t once
she saw it wasn/t wor1in' in the
-est way she tho#'ht9 she decided
to chan'e it #%: >he restr#ct#red
her classroo) so that instead of
teachin' her children a lesson and
not really 1nowin' if they retained
it9 she was now ha.in' the children
read and write to her9 and show her
what they 1new: ?y doin' this9 she
1new what the st#dents
#nderstood9 and who and what she
needed to s%end )ore ti)e on:
+ I was e=cited a-o#t 'oin' to
school e.ery )ornin'8 Martens9
%': @
This was )y fa.orite *#ote in the
entire cha%ter: Most %eo%le %ic1 a
Ao- for the )oney9 or the -ene&ts: I
-elie.e as a teacher9 its i)%ortant
to act#ally lo.e their Ao-s9 their
st#dents9 and lo.e -ein' a-le to
hel% and watch their st#dents 'row
and de.elo%: I 1now wor1 can -e
tirin' and stressf#l9 -#t as a
teacher yo# need to -e %assionate
e.eryday:
+All childrens e=%eriences in life
with literacy are diBerent9 their
%ersonalities are diBerent9 the
as%ects of literacy they attend to
at s%eci&c ti)es are diBerent9 their
inter.entions of readin' and
writin' are diBerent9 and the ways
in which they re&ne their
in.entions are diBerent8 Martens9
%': 6
This *#ote 'oes to show that all
children and the way that they
learn are diBerent: As a teacher9 its
i)%ortant to 1ee% in )ind that all
children learn diBerently and they
all de.elo% diBerently: "hen
teachin'9 its i)%ortant to ha.e
)#lti%le strate'ies to teachin' a
certain s#-Aect9 since one children
)ay learn -etter one way9 and a
child another: