Choosing Books To Read In The Quaker City By George Lippard

Jones tells me that she has always loved Literature and wants to share that love with her students. She says that she has developed her literacy instruction style from trial and error. She says that the most important thing is to know your students. She says that every class is different. They have different likes, different behavior styles, and different learning capabilities. What works well with one class may not be the best option for another class. She says that while one class may need the story read to them as they follow along, her last class can read by themselves and still develop the same skills as the other.

When I was a child, my grandmother use to read to me when I would stay the night with her. I always loved that. Every time she would get me a new book I would be so excited and wanted to read it immediately. I really wish I was still like that but unfortunately I am not. If we have to read a book in class I do absolutely anything to avoid it. I try to do anything I can to get out of it. But I never get out of it and just end up failing every assignment

The Drop Everything and Read (DEAR) program compared to the Silent Sustained Reading (SSR) program proves to be a more effective reading experience for students. The DEAR program provides exploration and a better understanding of what students are reading, which is more than the SSR experience where they are just sitting and reading silently. Teachers are able to incorporate structured time to work with each student periodically to assess their progress and plan corresponding instructional goals. More importantly, students are given the time to read books that are of interest to them, discuss with the teacher what they have read, and obtain the support they need for further reading explorations and considerations (Gardner, 2016).

If I were to teacher this class next semester, I would put much effort in assigning book to each and every one in class based on their choice(interest of reading) and then everyone share what he/she read in that book. The reason why I think it would be helpful is that, when you read a lot you get to know more vocabulary and different style of writing and that is most of us are still facing as a challenge in their writings . I would also emphasize on use of transition words in academic

My mother, would read to me Dr. Seuss. I recall her telling me about Sam I am, and his green eggs. I became an independent reader in kindergarten when I read Dr. Seuss's One Fish, Two Fish. While its 63 pages may not seem hard in retrospect, at the time I felt a great sense of accomplishment in doing that, because it was the first novel that I had read entirely on my own. The books I liked to read as an adolescent were primarily non-fiction books. It was always related to history. Whether it be the history of The Minnesota Twins or about the Titanic, I was always reading about history. I still read a fair deal of fiction. Our school took part in the accelerated reader program and I would always read the fiction books; Lemony Snicket etc; because they had the highest point values. Reading in classes has never been much of a challenge to me. Some of my favorite moments in school have been the moments where I was exposed to Hemingway and when I was exposed to

This article was about the result of a survey that was conducted to 1,765 sixth-grade students in language arts classroom in 23 different schools in northeastern United States. The students were the primary informants about what motivates them to read in their language arts classroom. They concluded that students enjoy independent reading the most in their language arts classroom. The students also enjoy when the teacher does a read aloud. Finally, the main reason why students are motivated to read at school is because they enjoy the quality and diversity of reading material and that the classroom setting and other people do not have the biggest effect on them.

One thing that I would do in my classroom to ensure book appreciation and motivation to read would

Reading is considered to be the key to success to many teachers, and may even believe reading can bring grades up and eventually help in starting a career. What I believe is that reading not only encourages me to learn more, but learn more about any life skill from working skills to communicating skills. I believe that by doing independent reading I will be able to see life more clearly and through fully as I challenge myself with AP courses and experience what those previous top ten students have dealt with. I do read on my own especially ebooks and audibles. This independent reading will help in erupting my motivation, dedication, and enjoy the books given as homework by an English teacher.

Honestly, I have extremely mixed feeling on SSR. While I believe that setting aside time for quiet, independent reading is a wonderful way to get kids more interested in reading, the concept is incredibly frustrating as well. You mentioned that you only had 10 minutes set aside for reading in school, I had fifteen. The main issue I think with this independent reading time is that it does not allow much time for the reader. One of the things I hated most about SSR time was that I would bring a chapter book to read, and only get a chapter or two read in the allotted time. I became annoyed my reading time was cut short, and if I had borrowed a book, I had to put it back. Unfortunately, chances were that someone else would have it next

Literature is an important factor in people of all ages' lives, especially young children. If young kids can learn to love reading and writing at an early age, it will carry with them throughout their teenage years and adulthood. This is the reason that I started the Learn to Love Reading project as my Silver Award. I spent 50 hours of my own free time planning, organizing, fundraising, and executing. My overall goal was to establish this light inside of kids so that they can love reading for all of their lives. To do this I constructed a team of 10 kids my age to help run a four-week reading program for children grades 1-3. I organized a weekly theme and ordered dozens of books to go along with that theme. I also created crafts for the kids

This semester I approximately read 7 books. The kind of books I usually like to read are mystery’s and adventures. During the reading, I decided to switch out my book because I either didn’t understand the book or didn’t like it in general. Independent reading is something I’d choose over reading aloud in a group. It helps me understand the book better and I can read at my own pace.

Throughout the first semester of sophomore year, I have access to numerous books in the library, as well as in English classes. Even though I enjoy reading, I unfortunately do not read as much as I hope to. In fact, I do not read often at all. For the first semester of this year, I have only read one book for an independent literary analysis assignment for my English class. The last book that I read was a memoir titled Traveling Music by Neil Peart. I read this book about a month ago. It seems that I cannot find enough time out of my day to sit down and read a book. I chose more advanced classes to take for this year, and many of those classes get in the way of my free time at home. Nonetheless, I enjoy reading, and am excited to read and interpret

My strengths are that I genuinely enjoy reading and read a wide variety of text types, which means I do not require any motivation to read, nor have I experienced any negative attitudes hindering my development as a reader. However, I do believe it is important I acknowledge this will not be the case for all of my students. To emulate the early positive reading experiences I had, I will incorporate many Shared Reading Experiences (SRE’s) with my students. Research by Kesler (2010) and Parkes (2000) has shown SRE’s assist children to develop an understanding of different text structures and also in the acquisition of vocabulary and general comprehension. I aim to match texts to children’s interests to ensure they find reading enjoyable and they are engaged in an authentic learning experience (Winch et al., 2014). Thus, demonstrating how reading can be an enjoyable experience whilst also using it as an opportunity to support students with developing their reading skills.

My first experience with reading, that I can remember, was in the second grade. We had an allotted time each day where we took a break from learning to read. We would get to pick what we wanted from our little classroom library. The options were endless, Junie B. Jones to superheroes and everything in-between. After making the most difficult decision of the day I would find a space throughout the room and scatter out the books I knew I would never get to. Coming from a small community, every ones was friends with everyone. I saw reading time as social hour. My friends and I would sneak into each other reading areas and compare our books. Our attentions would skew away from the books and turn into the talking time. Our teacher had to have known what was happening. I mean a bunch of 9-year olds trying to be sly is like an elephant tromping through the streets, pretty obvious. When the teacher would come near we would open the books and pretend like we were reading. We were kids, pretending was in our blood. Scanning through the

The Panel’s controversial findings have since been refuted by key board members (Stahl, 2004; Wu & Samuels, 2004) and leading reading researchers (Krashen, 2002; Pilgreen, 2000; Reutzel, et at., 2008) to reflect over forty years’ of reading research which supports independent reading time as an effective method of bolstering students’ reading comprehension, vocabulary, grammar, writing skills, and general knowledge. The controversy between researchers indicates a need for further study about the efficacy of independent reading. Specifically, the literature about traditional SSR seems to indicate a closer examination of these key areas: (a) teacher role in SSR, (b) student engagement in SSR, and (c) current revisions to the traditional independent reading format.