Emily Metz

FRMS 7331
Double-Entry Journal Reading Aloud Chapters 5 & 6
Reading Thinking
Chapter 5
We cannot let this declaration go I loved this section of Chapter 5 because it is such
unchallenged. (p.36) Even if an educator a powerful statement! I must admit that before
sympathizes with the phrase I hate reading, this course, I simply didnt fit much reading into
the educator cannot let that declaration go my schedule besides what was required.
unchallenged. Teachers should be modeling a Between teaching and taking grad classes, I just
didnt have the time or energy to pick up a book
passion for what they teach to inspire their
for pleasure. Since Ive had to jump back into
students every day. A student will not want engaging YA lit novels through this course, I have
to learn from a teacher who doesnt like felt that passion for reading that I once knew,
learning, much like how you wouldnt want and I absolutely love it! I am so excited to share
to go to a heart surgeon who doesnt like to what I have been reading with my students in the
do surgery. fall, and I now realize the importance of
immersing myself into the craft that I teach my
students every day.
Cannot accept every interpretation (p.37) I am definitely guilty of accepting a broad range
In the classroom, there should be a balance of answers when discussing a text. I usually try to
of challenge and support to encourage a ask them to support their comments with
rigorous and meaningful learning experience. evidence from the text, but there are times
where I am so excited that they are contributing
The teacher should not simply accept all
to the discussion and I dont want to discourage
interpretations constructed by students
them from doing so, so I accept their response
during or after a reading experience, but regardless. I agree the authors that this type of
rather challenge them to support their behavior does not truly support deep
interpretations with evidence from the text. engagement with the text. I can still support
students in discussing a text and sharing ideas,
but I also need to challenge them to dig deeper
into their interpretations and transactions with
the literature.
Reading Aloud Rituals (p.38) It is Many of the examples in this section sounded like
imperative that the teacher create specific they were specific to the elementary classroom. I
rituals for the classroom to follow during a wonder how I can create a ritual for reading
read aloud experience. Using a specific aloud or other types of reading experiences in my
crowded high school classrooms where there is
location in the room or using special props
little extra space, and in such a way that seems
allows students to adjust their behavior and
appropriate for an older audience.
expectations appropriately for the reading
experience in a way that encourages self-
discipline and confidence.
Chapter 6
Bringing a text to life (p.42) A read aloud The most powerful read aloud experience I can
experience is an opportunity to bring a text remember in my elementary school years
to life, transforming the classroom into a occurred in fourth grade, when my teacher read
stage. The experience brings new energy and
excitement into the classroom, if done with
purpose and preparation.
Including the author/illustrator in the read
aloud experience (p.44) It is important that
students understand that books do not just
appear on library shelves, but are rather
crafted by authors and illustrators who
experience feelings and events just like them.
Discussion during a reading aloud (p.46) A
recurring question teachers have about the
read aloud experience is where to allow for
discussion. Some discussion that interrupt
the read aloud can lead to meaningful
knowledge construction, but it can also affect
student engagement with the text. Overall, it
depends on the teacher and the classroom.
Series of Unfortunate Events: A Bad Beginning.
Not only was it clear that she had rehearsed and
studied the novel, I could also visibly and audibly
experience her passion for the story. I was
captivated, and ended up reading the rest of the
novels in the series shortly after. She used props,
design, and even drew an eye on her ankle to
mimic a character in the novel. She truly made
the story come to life in the classroom.
I think it is a great idea to reference the author
and illustrator when discussing the novel or book
during a read aloud experience. At the secondary
level, the texts we read serve as prime mentor
texts that demonstrate specific writing strategies
we teach in class. For example, I love to use Edgar
Allen Poes The Cask of Amontillado to analyze
mood/tone, and we look at how Poe creates so
much suspense in a short amount of pages.
Constantly bringing in the author and illustrator
to the discussion shows students that what they
are reading/viewing were crafted by real people
with real emotions/purposes/etc., and it can
inspire them to emulate those techniques on
their own.
I think a great way to balance students thoughts
that might pop up during a read aloud and
keeping the momentum of the story going is
using post it notes. Students can write their
thoughts on a post it note to use for a later
activity or discussion. This allows students to
interact with the text as its unfolding without
taking away from the read aloud experience.
While this activity might not be suitable for
younger audiences, I could see this working well
in my secondary classroom.