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.