Catching Readers Before They Fall Chapters 5 & 10

             The main idea the authors mention in Chapter 5 is the components of a comprehensive literacy framework. The authors state that reading aloud, shared reading and interactive read aloud, guided reading, and independent reading are components to reading to, with, and by children (73). A morning message, community writing, and independent writing are components of writing to, with, and by children according to the authors (73). I never thought of literacy components in this way so this idea was very interesting to me.  After looking at the chapter, I understand how each component is crucial to students’ overall understanding of literacy. To me, it was interesting when the authors stated that they use the activities throughout the day to show students that literacy is a “tool to make sense of the world” (91). The teacher that authors mentioned used literacy components throughout the day in different subjects. This idea helped my form my idea about literacy in my classroom. I, also, would like to use different literacy activities throughout the day in different subject areas to cover the components of literacy. Like the author’s stance on using literacy throughout the day, I would like to use literacy in many different subjects so students can see the importance of literacy in our lives.

                Chapter 10 discusses assessing readers which is an important concept for teachers to help make students better readers.  The authors mentioned some resources or tools teachers can use when assessing students’ readings. The author stated that informal assessments can include anecdotal notes about reading conferences or observations (181). Formal assessments include benchmark tests, running records, and other tests (181). The authors’ statements helped me form my idea of using assessments in the classroom. I think using assessments are helpful and valuable for teachers to see where a child is at in their learning and how I child has improved or still needs to improve. I plan on using informal assessments daily but focus on a couple of students per day so I am not overwhelmed. Kidwatching will help me with making observations and assessing what a child already knows and what they could learn. I would like to use formal assessments, but not as often as informal assessments. I could use formal assessments at the end of a unit. Both formal and informal assessments will help me with seeing where children are at with their reading and help me to progress every students’ reading skills.

Catching Readers Before They Fall Chapter 4

                    In Chapter 4 of Catching Readers Before They Fall, the main idea is word-solving strategies. The author states that meaning, structure, and visuals are used to help students solve a word they don’t know (Johnson & Keier 53). I thought it was interesting when the author states that students usually don’t use these three strategies of learning words when they are beginning to read (Johnson & Keier 53). I think this is crucial information for a teacher to know. Teachers, like myself in the future, should teach beginning readers how to use all three of these strategies to help students with their readings. When discuss this topic in class, I plan on modeling the strategy for students multiple times. I, then, plan on having partners and/or groups try using the strategies. The partners/groups would work together to help solve an unknown word given the information the teacher modeled for the students. I would assess the students’ use of the skill from listening to conversations of students solving unknown words and watching to see if they have difficulty with solving unknown words. From there, I could let the skilled word solvers to practice using that skill on their own and I would work more with the students who are struggling. The plan I created for my classroom is an example of the gradual release of responsibility. To me, it is important that students learn strategies for solving unknown words and that they start to use multiple strategies for solving words they do not know. The text helped me realize that not all students know how to use word-solving strategies so it is my job to teach them.

Catching Readers Before They Fall Chapters 1-3

                 One topic that stuck out to me in the reading is in Chapter 2. This topic is about how the reading and writing process that people do are the same for everyone no matter your age. The author states that the writing process of a college student is the same writing process of a first grader, for example (21). I found this topic to be intriguing because I never realized that writing and reading process I do now is the same process I used in elementary school. As a teacher, this concept is important to know. Because the writing and reading process is the same for multiple ages and carries throughout someone’s life, it is important for teachers to make sure students have an effective writing and reading process they can use. In the early elementary years, teachers can teach students some ways of writing and strategies of readings. This will be crucial for students to know because it is a skill and a process they will need for most of their futures in school. If students gain effective reading and writing skills when they are younger, that will help them in their later years of life. The section in chapter 2 surprised me when showing me that writing and reading process are the same for all people. The section, also, made me realize how important it is, as a teacher, to make sure students have effective reading and writing skills.

Allington Readings

             One of the main topics in Chapter 2 is that students who read more, tend to be higher-achieving students from having more practice with developing their reading skills and reading comprehension. After reading some of the evidence in the article and from background experiences, I believe this relationship is true. Because of that, I think it is important that teachers incorporate plenty of time for reading in the classroom. This reading time should include a lot of time dedicated to silent reading. Therefore, each student can practice on their own reading. One example a teacher could do is have his/her students read a passage and then ask questions about the passage to the students to evaluate reading comprehension. This example could be used in many different subjects during the day. I think that it is, also, important for teachers to try to engage students to read to help them develop higher thinking skills. Teachers could encourage students to read by letting students read passages or stories they are interested in, but, also, educational. If students are engaged in reading, they may read more often which would help students become more high-achieving students.  Teachers should allow plenty of time for students to read to help students become better readers and high achieving students.

                In Chapter 3, a main topic was that many people do not like read hard readings, but some schools enforce students to read hard material. I thought this fact was interesting because I never thought about it before. If teachers want students to love to read, they should start by having a lot of easy reads. As students become more comfortable with reading at a certain level and build their self-efficacy, they may be more willing to read a hard material book based off of their interest. I think this topic in the chapter gave me valuable insights I did not consider before. As a future teacher, I do not want my classroom to get discourage with reading or not like reading because of the difficulty level. I think it is important for teachers to recognize if this is happening in their classroom and make adjustments so all students can be engaged in what they are reading. I think it is important to create an atmosphere in which students want to read.