Discussion Sample 1

When I first began reading the text book I was immediately draw to this quote; “If we connect to a book, we usually can’t put it down. Good readers make connections between the texts they read and their own lives.” (Harvey/Goudvis pg. 11) I never realized how important this was for my beginning readers but after I began teaching I found out very quickly! I was wondering why my students didn’t like my “reading corner.” After simply asking my students I found out they were bored with their 100 book challenge books and I needed to supplement them with more books that interested them. I spent time asking my students things they wanted to read about and checked out books from the library that they would enjoy. By doing this my students became engaged in the center and enjoyed reading.

As I continued reading I came across another quote that stuck out. When we read, thoughts fill our mind. We might make connections to our own life, we might have a question, or an inference. (Harvey/Goudvis pg. 12) This is a hard thing for a teacher to know if their students are doing or not. Teaching many ELL students at the beginning stages of reading I find when I read to them the majority of them cannot make connections from a story to their own life. As well, they do not understand what a question or an inference is. So I ask myself, how does one teach their students all of these skills?

For too long, we have been telling kids what to do rather than showing them how. Now the way we deliver effective instruction always involves modeling and/or guided practice in one form or another. We deliver instruction through the gradual release of responsibility framework. (Harvey/Goudvis  pg. 32) I learned this soon after I began teaching my guided reading instruction. I originally began teaching my students by choosing a target and talking to them about it and then reading the book with my students. I did not model or help guide them with practicing the new skills. I found out without doing this my instruction was not effective with the students. I had to teach them the new skill while allowing time for the students to practice the new skills with me.

Teaching kids to comprehend means we show them how to construct meaning when they read. Strategy instruction is all about teaching the reader not merely the reading. (Harvey/Goudvis  pg. 31) After reading this I now understand that this book is going to teach me different strategies to teach my readers comprehension. I am excited to continue reading and learn new strategies which will help guide my reading instruction. As a teacher I know I will always be learning new strategies and tools to use with my students. I will be growing and learning right along with my students.