Name & Summarize (a few sentences) about the chapters you read.
In Part 4, Chapter 16 discussed how reading aloud to children in their earlier years creates a word advantage in their future learning. It mentioned that it wasn't just the reading that was important but the dialogue that those reading have with their children that aids in the meaning of those words read. Each sounded out word needs to be attached to meaning. Those students who had been read to, often will most likely be the students who continue reading and keep improving their skills. Students tend to read less and less as they move on. We need to Increase the volume of reading and it is not just about giving time for those students who are actually enjoying their books. This time will allow teachers to see how their students are navigating through the texts; putting their knowledge into practice. Practice is key and deliberate practice where the students are focused and can reflect on what they've read and struggled with will lead to greater success.
Chapter 17 focuses on student participation and the lack of. They fear not knowing and getting picked on because of it. Figure 17.1 is a great resource for ways teachers can respond to avoidance behaviors to encourage a will to participate. Improved skills will increase the students' will to participate. They will gain confidence and be willing to try strategies that once made them anxious. Using Somebody Wanted But So was mentioned because it's an easier scaffold to follow and implement. Once they can see that they too can add to a conversation using such models, anxiety will diminish and skills will improve.
Chapter 19 shows how often, students struggle to find books of interest due to an over abundance of choice. Limiting choices or highlighting a genre can often help these students narrow down books that would be a good fit for them. This often leads to students wanting to read more of the same because they were able to get right into a genre without the struggle of choice with books that they are not quite familiar with. It is also important to have a wide variety of books that students can relate to and are interested in. Diverse books will ensure that all students will find a genre that fits best for them, encouraging lifelong readers.
How will these impact your teaching?
I often feel guilty when I allow too much time for my students to independently read but am reassured by how vital this time is and how much these students can gain by working with their texts. Instead of showing and telling or letting struggling readers just turn through pages without actually reading them, I'd like to implement strategies from these chapters that help to motivate them to read more.
What strategies did you take away and how will you implement them into your teaching?
I like the idea of The Good Books Box. When we teach certain genres, we pull bins from our libraries that include genre specific topics but I have never just pulled a limited number of books that would just be pleasurable to read. I never thought about how "book shopping" may be overwhelming and difficult to find books that will interest them and be a good fit when they have an overabundance of choices.