Extending Meaning, After-Reading Strategies: Chapter 8

Thinking doesn't stop after a reader closes a book. Readers are still processing the material even though they are no longer reading the words. Given this information, it is not fair for teachers to expect students to fully comprehend a text right after they have finished reading it.
Scales can help students visualize the information that is presented in the text. Teachers can phrase things so that they are open-ended and encourage participation. The point is for students to compare/contrast, draw conclusions, and distinguish between facts and opinions. This format, like the Likert scales, helps students gain interest in the material. Once a student is interested, thought about the material is increased which, in return, multiplies a student's understanding of the text. Using these activities in the classroom challenges students to think from their own minds. I like this concept because I don't want the students in my class to get by with memorizing characters and plot.
The activity "Somebody Wanted But So" gives students confidence and organization while creating a summary of the text. This technique allows students to feel comfortable while summarizing and allows them not to worry too much about giving the wrong answer. I will definitely incorporate this activity into my classroom.
The activities mentioned in this chapter not only provoke thought about the meaning of a text but also increase participation in the classroom as well as student motivation!

Constructing Meaning, During-Reading Strategies: Chapter 7

Dependent readers don't see the text as active. They can't understand how independent readers interact with and think about the text because this process is invisible.
I like the idea of making this thought process visible and bringing conversation into the classroom as students are reading. If the class is silently reading to themselves, the teacher usually assumes that the students are drawn into the material and fully comprehending the text- this is not always the case. Struggling readers may read over the words but not think about what he or she is actually reading about. Getting the class to discuss their own responses to the text as well as HOW to make the reading make sense would benefit all readers. (A teacher must be careful about using the following strategies because if the class is full of proficient readers they may become bored and even annoyed.)
I think the "Say Something" activity is valuable and I will most likely use it in my classroom. This reminded me of some of the activities we've done in class like when we got that passage that was a 'pop quiz' and we got in groups and discussed what we did to try and comprehend what we had just read.
I also liked the 'bookmark' activity. A teacher can get creative and jazz that activity up by using colored paper. I did not really have difficulty understanding texts while growing up so I never used to mark-up what I read. Now that I am in college I cannot read without a pen in my hand. I think that marking up a text definitely coincides with a reader comprehending  and analyzing the text.
This chapter really showed me the importance of modeling behavior. The strategies for teaching reading rely on a lot of teacher modeling, even repeatedly. If a student can understand what a teacher is doing they are more likely to know that they can do it as well.

Learning to Make an Inference: Chapter 5

I like how the concept of an inference was discussed in the beginning of the chapter because the term can seem vague. An inference, as the text describes it, is when the reader connects the text with what is in his or her mind to create an educated guess. I think that overall the concept of making an inference can seem complicated, especially to dependent readers, but when it is broken down all types of students can make them.
If a student is struggling an inference can be made like, "Look for the pronouns and figure out what to connect them to," this can help a student understand something basic about the plot of the story. If a student is having issues with inferring why something is happening on their own a teacher may ask the student to, "figure out explanations for these events." Because reading takes effort and thought, the reader may just be reading the words and not thinking about the text to his or her self.
Dependent readers don't infer because they expect the text to tell them everything. The author provides some information and readers bring information to the table as well. It is important for teachers to explain this concept to struggling readers even though it is something that independent readers do effortlessly. I liked the comment that the author made when she wrote, "readers infer and authors imply." I also liked the idea of 'Syntax Surgery' on an overhead because it is an effective way to encourage active participation in a classroom as well as modeling inferring and thinking aloud.

Frontloading Meaning, Pre-Reading Strategies: Chapter Six

Nearly every time I've been in a class that reads literature, whether in college or high school, there is the same introduction to the material. Even though I am an avid reader, the introduction that the professor, or teacher, gives on the text is usually boring to me. It is expected for the instructor to name the time period when the work was written and also the time period of when the work is supposed to take place. Then the instructor would explain biographical information about the author. After the 'background information' is given an outline of the basic plot is discussed. This way of introducing a novel sets students up to be bored. Students want the text to be alive. They want to be engaged in the material, it is the teachers job to get them motivated to do so.
I enjoyed how Mr. Davidson introduced The Diary of Anne Frank in the text because it got students thinking critically right away. The students were complaining about the questions being difficult to read yet they were interested. I think the activity promoted motivation and engagement in the classroom as well as active participation from the entire class. This activity will be one that I remember when I am teaching because it is an excellent way to introduce a text.

Explicit Instruction in Comprehension: Chapter Four

"If you give a man a fish, you feed him for one day; if you teach him how to fish, you feed him for a life-time."

This statement is important for teachers to understand. The purpose of teaching is not to have students memorize and regurgitate material, but to teach them how to learn. Teachers should not simply supply students with answers but let them draw their own conclusions and think for themselves. Teachers cannot confuse explaining a text to students and students comprehending the text. "We must show students how to comprehend texts," (Beers, 40).
A way that teachers can achieve this is by thinking aloud. A teacher may get a discussion going in a classroom by stating some thoughts aloud. Once other competent readers in the class begin interjecting and the class is actively participating, the teacher can ask the struggling reader what they are thinking. If this idea is ineffective the teacher may want to schedule a time where they can work with the student one on one. Basically, a teacher should be direct and model the behavior that they want students to learn. The teacher should also explain their actions. Students do not want to be surprised about what they will be learning in class and they will appreciate teachers explaining what is expected of them. If something isn't working, try something new!

Assessing Dependent Reader's Needs: Chapter Three

Teachers need to be precise in their language. Making general statements can confuse students. When a student asks a teacher what they mean by what they said, teachers should think about how to phrase their statement differently instead of simply repeating it. The problem isn't that the student couldn't hear you but that they couldn't understand what you meant. This task may be frustrating for a teacher which is why I believe that teachers should be patient. Each student will learn differently, which means each student will understand differently, read differently, write differently, etc.

I personally found the list located on pages 24-26 extremely helpful. I know that there will be difficulty in understanding how students are struggling with reading and this list will help pinpoint the exact areas that need improvement. This list will make my statements about the struggling reader more precise and concrete so that the reader and his or her parents can understand the problem areas. In return, this will allow them to break down the problem and start working for solutions. This list will also clarify ideas in my mind and help me make a concrete instructional plan that will allow the student to grow into success.

Creating Independent Readers: Chapter Two

When teachers are confronted with a student who is unable to read it is important to have patience. The student may ask a question and expect an answer that the teacher does not give. It is important that teachers are mindful of this possibility when the student continues to repeat the question. A teacher may be able to determine if the student is having problems with comprehension, vocabulary, decoding, and/or word recognition. However, this is not an easy task. Struggling readers come in all shapes and sizes and come with different levels of reading abilities. It is important for teachers to observe all students and carefully note the processes of those struggling in their classroom.
One goal of a teacher is to get dependent readers to become independent ones. Dependent readers give up on a text that becomes difficult for them whereas independent readers get through it. Teachers can help transform dependent readers into sufficient, excellent readers by using strategies that give the student confidence. Once a reader has confidence regarding one area of reading, the rest of the areas will flourish. Teachers play a crucial role in helping a student blossom into an effective reader by helping them grow from their mistakes. Teachers can also help their own understanding of students excell by continuing to learn from their own mistakes as well.

A Defining Moment: Chapter One

Teaching is a profession that is unpredictable. A teacher may have one class that is willing to read all of their assignments and have discussions about the material while another class isn't prepared and is not interested in reading at all. I am looking forward to learning strategies on how to handle difficult classrooms. I know that there will be students in my classroom that are illiterate and I, along with those students, understand the importance of reading and understanding material.
The statement that, "These kids can't read," is important to note. Although students are unable to read now, with effort from both the student and the teacher, that will change. It is our job as teachers to dissect the situation to be able to provide answers and to help all students learn.