Blog #4

       In chapter five it is said that If the teachers are going to support their hardest-to-teach readers as they learn to build a reading process system, then the classroom environment must allow time for teachers to do just that. I believe that it is crucial for teachers to set up a good learning environment in the classroom. To do this they have to construct a literary framework that allows them to do a variety of activities with their students so that they can build their own reading process system. Reading aloud, sharing reading, conferring with readers and assessing them are some activities to can be used to sit up the reading process system.
 Reading aloud helps every student out with reading. It gives the teacher a chance to model reading and introduce their reading strategies. Conferring and assessing gives the teacher the chance to see where each student is at with the reading process system. Shared reading is when the teacher does the reading and encourages the students to join in. 
Al of these activities are important to the reading process system. It's important to always include these activities when the building the reading process system. 

Blog #3

Many readers struggle when they are reading and have trouble understanding their reading. There are many different ways on how to teach students how read, pronounce the words correctly, and understand the meaning of what they are reading. In the reading, it talks about how teachers should model for the students so they get a better understanding and see how some mistakes can be easily made. For example, the books says to accidentally substitute a wrong word but then quickly show how you monitor yourself for making sense. This show children how to quickly correct errors while reading and also that it helps make the reading make sense.

In class on Monday we learned about a few strategies to help students become better readers. The one that seemed that be the most effective was "make a mental image or picture in for head." This allows the children to actually think about what is going on in the book. The teacher will read a page or two without showing any pictures and then the students will produce an image in their head.

Blog #2

In a classroom, there is always a group of students who struggle when it comes to reading. A reader who struggles when it comes to reading hasn't fully grasped the concept of figuring out the meaning of texts they are reading or they do not try to figure out what the passage is saying. It's up to the teacher to try to teach the student how to correctly read and help them figure out a way to connect and understand the text they are reading. As a future educator, I plan on helping my students become a successful reader and learn about their struggles when they read.

This semester I am in a second grade classroom for my field placement and I really like how the teacher facilitates her reading time. She splits up the children and the children go to the different classrooms depending on their reading level. This gives the students who have lower reading levels the chance to work on stuff they really need to work on. I was in the classroom where the students with lower reading levels worked together. The teacher wanted to make sure each student felt comfortable and never seemed to get frustrated with a student. I really enjoyed watching this reading block because all of the encouragement and positivity. After their reading block and all of the students met back up, the teacher would ask the students who was the best reader that day or who was improving. Almost everyone had an idea and I really liked how they all had something to say about each other. As a future educator, I hope to be as positive and encouraging when it comes to each subject.

Chapter 2 and 3

In the article, What Matters Most discusses reading and how much reading can effect a student's academic achievement. A student who reads more has a higher academic standing versus the student who doesn't read as much.  Some studies have shown that the average higher- achieving student read approximately three times as much each week as their lower-achieving classmates. It is said in the article that planning time for reading is important. Some teachers claim that is hard for them to plan a big reading block into their day because of the time it takes up. Teachers have to be efficient in planning and using their time wisely. As a future educator, I plan to stress how important reading is to my students and get them to understand how significant it is to learn how to enjoy reading. 

Kids Need Books They Can Read is an article that discuss that children needs to read books they can connect with and they are at the appropriate reading level. It is mentioned that children do better in class when the books they read are easier to read. Marie Clay, the developer of the Reading Recovery intervention says that we need to refocus our attention on the importance of matching children with books at an appropriate level. She sums it up that in the Reading Recovery program the main idea involves moving the child successfully through a sequence of increasingly difficult little books. I agree that this is a good idea because a child needs to start somewhere and get better as the time goes along. Besides testing children and figuring out their reading level, children can figure out if material is too difficult for them in way that doesn't involve testing. The three finger rule can be easily taught to students. Children will read the first two pages and if they read three words they do not understand, the book is too difficult for them. Not only should they be able to understand the text, children should also find an interest in what they are reading. Letting a child choose what they are reading can spark an interest in reading.