Creating Literacy Rich Schools for Adolescents

Chapters 2 and 3 Reflection

I think the best way to work on someones reading ability is by some of the strategies
mentioned in chapter 2. Big ideas and themes should be the focus of the course. You should not
have to read and write a language fluently to understand the course (unless it is a language class).
Teachers should work on a variety of ways to present the big ideas to their students. This is the
best way to get the most potential from all students whether they are fluent in English or not.
Reading and writing will also help develop language skills for all students. Practicing anything
makes you better so why not practice reading and writing in all classes so that it is easier for
students to learn on their own from a textbook at home? I really liked how the author gave
specific examples of graphic organizers that will help students read and write during the class
without it being a boring task. I specifically liked figure 2.1 that allowed students to agree or
disagree with statements. I think that allows a student to be engaged in the reading even before
they start because they know it could possibly change their opinion about something. Read
alouds and shared readings allow the student to read aloud. I think that it was in READ 372 that
we learned students need to have the chance to read aloud for practice. I think it also allows for
more individual conversation. During individual conversation in small groups, the teacher is able
to walk around and get different perspectives from all students. It also allows for the students to
get those perspectives and ideas too. Students learn in all different ways. Something in the book
that struck me was the graphic organizers mentioned in Chapter 2. I think that a lot of students
are visual learners that can be mixed with something else. I do not believe there is just one kind
of learner. Graphic organizers allow visual and kinesthetic learners to organize their thoughts so
that they can put them into words based on pictures and graphics.
I think that just reading is important. It is a way to practice your reaction times for
reading. I think that reading helps students develop their language skills a lot better than any
other strategy. At first I definitely said that in my math classroom there would be no time for my
students to just read. However, after reading this chapter I realized that students will be able to
use their textbook to read during class. This allows them to develop their language skills, learn
math in an unfamiliar way, and learn math in general. Not all reading has to be fun and
interesting for students. But it is important that they get the practice they need to develop their
understanding of the English language. It is very important for teachers to model reading to
students so they know that this is a norm for everyone. Even though I will not be able to assess a
students reading level, I will be able to get that information from their English teacher. We
learned last year how to rate ease of a text so I think this is definitely something I can help my
students with.
Chapters 4 and 5 Reflection
I have definitely been one of the people that thought reading was not their responsibility because
reading didnt have anything to do with math. However, after reading this book, I believe
differently. I understand that it is every educators responsibility to help students with reading
and to intervene if there is a need for intervention. I believe that I will be actively involved in
providing intervention and support to my students. Since I understand that reading is something
that is a necessity for all subject areas, I know that it is my responsibility to provide time for
students to read and write in class. This will allow me to assess students reading ability and
intervene if needed.

I think that to help struggling readers in my class, I can find other texts that outline the
information we are learning in class more easily. It is my responsibility to help students learn the
material and it needs to get to them however I can help them understand it. I want students to be
able to practice reading so by providing easier, reading-level appropriate material for my students
will prove beneficial for me as well as for other teachers.
Although I cannot take on students and tutor them for reading, I know there is a lot I can
do to help them. I can alert a reading specialist at my school or talk to another teacher and see
what we can do. I know now that this is always a responsibility of mine as a teacher. I cannot
place blame on someone else and try to pass off the student to the next teacher.