Prologue & Chapters 1 - 3

Chapters 1-3

Chapters 1-3

by Jennifer hutchins -
Number of replies: 3

Over the years I tried to explain the importance of reading to my students as it opens doors for you in any subject area. If you learn to build your comprehension in reading then any subject area will be achievable . Reading permeates everything.  I really liked what Kylene Beers said about manipulation. If someone becomes a better reader then they are less likely to be manipulated.  I feel like they may speak to my students as I know they don't want to be taken advantage of, and I have many examples in real life that I will use with them.  

The Science of Reading is vital to understanding what pathway or process a student needs to take for their learning. I really enjoy her letters to George and connected to her saying to him if she only knew that he was a slow reading because his decoding skills needed improvement.  As a teacher it is our responsibility to find where our students our and help them create small achievable goals for themselves.  The struggle is that I have 100 students each year and it can take a long time to assess each student individually, but I think the charts she has provided will be very helpful.  

I think first and foremost students need to understand when a book is right for them in regards to if they are going to enjoy it and also if it is comprehendable.  Teaching them how to figure this out is vital.  I think decoding skills are important, context clues, and also how to struggle with a text.  Students have to know where they are which is why conferencing with them is so important.  I am hoping to have a very strong system in place to have just right books in all of my students hands.  

In reply to Jennifer hutchins

Re: Chapters 1-3

by Erin Gray -
"I really liked what Kylene Beers said about manipulation. If someone becomes a better reader then they are less likely to be manipulated."

This too resonated with me and really made me reflect on how often this is the case for struggling readers in my room. I have a handful of kids who just sit and give up without even trying because they are so used to simply not getting it, waiting for someone to get it for them. If only they could decide for themselves how they truly feel about a text once they are able to experience and understand it through reading it well.
In reply to Jennifer hutchins

Re: Chapters 1-3

by Christine Merry -
" I really enjoy her letters to George and connected to her saying to him if she only knew that he was slow reading because his decoding skills needed improvement." - I love the letters to George. I can totally relate to these. I often find myself thinking back to past practices and think of how I could have done things differently for different students.
In reply to Jennifer hutchins

Re: Chapters 1-3

by Megan Fitzgerald -
I completely agree with you when you said, "I think first, and foremost students need to understand when a book is just right for them.". I find this is a tough concept for them. I am noticing a lot of "I will choose this one because it is easy" or on the hand, "I will choose this book because it is popular right now. Everyone is reading it". It is so important that they are able to enjoy a book, but even more so comprehend it. I also love your concept of conferencing with students. This really helps you know if they need to abandon the text or not.