Final Reflection

I really thought that this book was wonderful. From the layout of it to the information it contained, I found it to be so helpful. I could relate to the stories Beers told and they made the reading more interesting. I had carried this book around with me throughout the semester incase I had time to read during the schoolday. Many teachers asked me what I was reading and I suggested it to all of them. A set of 5th grade teachers at an elementary school I work at even borrowed the book for a week to get ideas from.
The information obtained in class was also very useful. Everything we learned and all the ideas we gained were awesome. Although I may not have always had a passion for reading or an understanding for students who couldn't. This class has helped me understand students on both ends of the spectrum. I have recently became aware of how many students have difficulty reading. Pursuing Special Education, it is important to be able to find ways to assist these students. The information gained can be used both in classrooms with other teachers or in one on one or small group situations.

Chapter 14: Finding the Right Book

Like Beers, I have often assumed that if I love a book, then everyone else will. It's better to choose something students can relate to, even if we don't. She posed a good question to ask students: "If you absolutely had to read a book, what would it need to be like for you to read it?" Once we find out what they are looking for we will be able to find something they are interested in. Students may judge books by their covers even more than adults do. There were good suggestions on selling books to students.
#2: The read a tease... This happened several times in our class. Hearing bits and pieces of texts draws me to want to read more. I really liked the booktales idea too.
#3: Create  book jacket bulletin boards... This is a neat idea, I like students being able to make a guess on what a book is about and then discussing it. This might allow them to find out they are actually interested when they thought they might not be.
#6: Know your students' interests... Knowing your students is so important for several reasons. Understanding their interests can help you point them in the right direction when choosing a book. I really liked the idea of putting their interests on an index card and connecting it with their picture. This not only shows them you are interested but they might find that they share some of the same interests with a classmate and they could connect over a book.

Chapter 13: Creating the Confidence to Respond

I love the note Beers made on being in a first grade classroom. That's so true. I am usually bothered when they raise their hand and then don't "remember" or forget their answers because half the time they never had on in the first place. Instead of being annoyed by it, I should be happy for their eagerness.
The older the students get, that confidence and excitement beings to decrease. This lack of confidence disengages them from reading and other school work.
There are many suggestions offered in this chapter when it came to reading. I find the suggestions on creating an open classroom most important. When I am subbing in a high school classroom and take attendance, it amazes me how many students say "who is that" when I name someone who is absent. How do they not know the names of someone who has been sitting next to them for weeks?
Doing icebreakers the first week of school and even throughout the year is helpful for students to get to know each other and see that there may not be too many differences between them. Bullying has become such an issue, so elimination negative comments would create a better atmosphere. I loved the bell idea shown in step inside a classroom. By creating a relaxed, open room where students know each other and feel alike they may develop more confidence. This confidence will help them be more willing to try and may even become excited.

Chapter 10: Fluency and Automaticity

"Automaticity is that ability to do something quickly without a lot of conscious thought about the task". Automaticity leads to fluency, which is the ability to read smoothly and easily at a good pace. If readers are not reading fluently or automatically they are reading slowly, pausing between words, mistakes, and ignoring punctuation.
This all can lead to student being unable to form a meaning for what they are reading. Also, if a student has a lower reading rate, several pages of homework can take them hours. If a student can read faster and more fluently they may have a more positive outlook on reading.
On page 212, it is mentioned that fluency problems may be a result of tracking issues or being distracted. I guess i never really thought of many students having an issue with tracking and that causing lack of fluency.
The suggestion that caught me the most was "Prompt, Don't Correct". I very often hear students correcting each other. I even do it. In one class I am in weekly, students want to be "helpers" to struggling students which means they give words that they cannot pronounce. I never liked that idea. Prompting students gives them a chance to decode words on their own which will help them in the future.

Chapter 9: Vocabulary

Just the other day I subbed for a 9th grade English class. The plans left for me included having the students make vocabulary "note cards" where the students were to look up the words in their book. One girl said to her friend, "I have no idea why we do these. I never look at them anyway." It was almost torture watching the students make these cards that they would probably never use. Just as the "Vocabulary Casserole" recipe stated, this will serve no one. The "Vocabulary Treat" recipe showed just how easy it would be to put a helpful spin on vocab.

As a substitute, I'm not sure how well the regular teacher would appreciate me changing their plans for that day to benefit their students. As an intervention specialist, I can see all of the suggestions being beneficial. Either with working one on one with a student or within a classroom. There are so many ideas offered in our text that could be used. I would love to highlight this chapter and put it in the mailboxes of several teachers.

I tell students all the time to use context clues to find the meaning of a word... Well, how can they do that if they have no idea what I'm talking about? I like how in these section it explains how to teach students to use context clues.
Teaching word parts with a vocab tree is so neat. Building trees to keep in their binders or even class trees would give students something to look forward to when it comes to vocabulary.
Also, something as simple as graphic organizers and logographic cues could be so helpful. Students are learning words in words in ways that are easy to remember and easy to look up if they forget.

Chapter 8: Extending Meaning...

"Just because a book is done, doesn't mean the thinking is done". It was mentioned that we should view comprehension as a process. Once a book is finished, the reader is not finished. More often than not we see questions at the end of a chapter being used as after reading activities. If students did not comprehend what they read then it would be difficult for them to answer questions.

Scales: I like the idea of scales because they can open up the thinking process for students. When they are making generalizations rather than giving a precise answer can engage more conversation. I really liked the idea of afterwards turning the scales into a debate. Having used a debate as part of a lesson before, I know that it can allow for great discussion and interest on the topic. Students who don't normally get involved chime in to give their point of view.

Text Reformulation: I thought this was so cool! The picture described in "step inside a classroom" to me was a good one. I am not the most creative person so I find text reformulations very interesting. Students are engaging with each other and their text. They have to think critically about what they've read and they have to look for everything we would like them to find/notice without directly being told to do so.

I wish that more teachers would view comprehension as a process and not a product. There are so many ideas that teachers can use that would be more beneficial than questions. School systems are so concerned with testing, there needs to be more emphasis on how to understand the text and the steps to finding answers rather than the strict pressure that is put on the students.

Chapter 7: Constructing Meaning...

When reading I used to think that is all I was doing. I just read. Now, as I read, I catch myself re-reading, thinking about the text or doing anything else to help me comprehend I notice all the things I do that make me an independent reader.

I can see the strategies in this chapter being helpful to me as a special educator both when team teaching and when students are in a separate room for extra help. Double entry journals could work when re-reading a text with them. Writing their own thoughts can allow students to be more involved in what they are reading. Logographs could allow for a change of pace and the symbols can help keep track of what is happening. I especially like the bookmark idea used in a variety of ways. They will always remain in the book so they are hard to lose and they will be handy when students need them.

I think my favorite strategy for this chapter would have to be "Say Something". Peer tutoring is known to be helpful to students so I believe that this also could have the same effect. While students are interacting with each other and hearing what the other has to say then in return they are interacting with the text. Students may also be surprised with themselves as to how much they have to talk about with classmates.

Chapter 5: Making an Inference

We are constantly making inferences, both in everyday life and when reading. As dependent readers we do it with out a "thought". Really, thinking is exactly what we are doing. When written out,m like on figure 5.2 the amount of inferences skilled readers make seems like a lot. also seems like a lot for dependent readers to learn. When they showed the difference between the two classes, I was very interested. The dialogue was so different. For the struggling readers it was almost non-existent. Making inferences is important for readers to do. I liked the ideas that were offered especially the cartoons and the signs. Anything that could be different or interesting to students could be helpful to them.

Chapter 6: Frontloading Meaning. Pre-Reading Strategies...

I would have to say that my favorite Pre-Reading Strategy was the Anticipation Guide. This is a set of generalizations related to the theme of a selection. I wish I would have read about this a few days sooner. The strategy would have worked perfectly with the the 6th graders I had for Language Arts. The selection we read was about a Japanese Diplomat who had to decide if he should go against his government's wishes in order to sign visas for thousands of Jewish people in order for them to run to safety. The students I had were so interested in the topic and and many questions about that time.

This strategy would have not only engaged the students, but it would allow them to think about the selection in a different way. While this was an easy read, this strategy would have been helpful for the lower level students and even to allow everyone to read more critically. Beers goes into such detail describing how to use each strategy. The step by step process makes it seem so easy to follow along.

Chapter 4: Explicit Instruction in Comprehension...

"Education is not a Nike commercial, you can't say Just do it". Just trying to explain it isn't helpful, as Beers says, it must be done directly and explicitly. The way in which she goes into detail on how to do so is most helpful. Reading is a skill and the strategy used to get there is the process. So emphasis should be made on teaching these strategies explicitly.

I am glad Beers made mention on whether or not teaching strategies takes time away from teaching content. Of course it will. These strategies could make the biggest difference. How can a student make sense of the content if they cannot comprehend what they are reading. I believe this is apparent when it comes to state testing preparation. So often I have seen students due practice test after practice test, but not often to I see them being prepared with any strategies to use while testing.

Lastly, I would like to point out the use of the workshop approach. I feel like I am always seeing the "traditional" classroom of teacher led discussions, group or individual assignments and worksheets. It is important to provide students with specific information that will help what they are working on. Also, more often students need to be given the opportunity to read texts outside of their textbook so they can read and discuss and be excited about what they are learning.

Chapter 3: Assessing Dependent Readers Needs...

I'm currently subbing for a teacher is teaches Science and Language Arts. I was told that one of the Science classes is "basically an inclusion class". I was given additional instructions and was told "Good Luck." After the first day I caught myself saying to a fellow teacher "They can't read". These sixth graders really cannot read.
Looking through the depended reading behaviors has helped me make sense of this. These students are lacking in all or most of the areas of confidence and have been relying on teachers or other students to read for them and help get them through the school year. I recognize the situation, that's the first step. But when it came time to complete the assigned worksheet together, I froze. Some of the students were not paying attention or they were waiting for me or another classmate to give the answer. We made it through the worksheet but I felt defeated.
Raymond, mentioned in the text, asked a good question: You mean there's somethin' you do to be a good reader?" Reading is an active process among many levels. Students zip through their reading and assume they are finished. But the goal of reading is comprehension.
Like Beers said: "It's not enough knowing what good readers can do or struggling readers can't do. We must know what we believe about teaching, about learning and about our role in both. Once that's determined, we can make intelligent choices about the instruction that best suits the needs of our students".

Chapter 2: Creating Independent Readers...

"George: I don't it.
Me: Don't get what, George?
George: It?
Me: It what?
George: It. I don't get it. "

I feel as though I have had this conversation so many times with students. While Substitute teaching I have worked with every grade level and with different learning levels. There have been numerous times where I have encountered students like George and in my head I wonder... how are they not understanding?? What is there to not understand?? Well, if the student cannot read of course they cannot understand.

The first aspect defined to be addressed is defining the struggling reader. That seems so obvious, but it's not. It's very easy to make assumptions on her that reader may be. The truth is, you can't always assume... I have noticed the student who sits back, and hides with their head down... but there are also the students who always volunteer to read but struggle through each word or when asked a question about what they read, they have no idea.

I have spent the last week with 6th graders of all reading levels, and I now find myself analyzing them. When Beers describes independent and dependent readers and the various confidence readers need, I am looking for these characteristics in my students. Her writing style and use of personal experiences is more than helpful in allowing us to understand various types of readers.