How To Read In Class

Explain the Simple View of Reading and its applications for teaching in relation to your SE1 context, with particular reference to strategies for teaching and assessing reading.

Throughout my elementary career, I had trouble reading and writing. I had to stay for afternoon classes to help me pronounce and comprehend letters and words. I had to take on extra reading and writing curriculum to make sure I was learning at the pace of everyone else. I was always behind no matter how fast they thought I would

During this tutorial process I was able to learn so many new strategies, skills, classroom management tips, and gather tons of new resources. Going into this process I was very unsure of what to expect in a 3rd grade classroom, and especially having to tutor a 3rd grade male student. There are many new things I learned working with my tutee and this class that I had not learned in any other classes thus far. I learned the true importance of getting to know your students and allowing them to get to know you. At the beginning of the process I set the tone of getting to know each other and making sure he knew I was there to help him and not cause him more work. I learned that it could be very difficult finding resources that align with your student’s interest; therefore sometimes creating lessons took longer. I learned that 3rd graders are very independent, and most of them prefer to do things on their own. Teaching reading has always seemed slightly difficult to me, but this process gave me a better perspective on it. When lessons and reading are relevant to a student’s life or interest, the student will excel much higher than forcing a student to read a random book that isn’t fit for them.

As a young child, my memory of reading starts with a troubling period in my life. It started in first grade after I had moved to a new school. For me he year kicked off normally, but the further down the road, I found myself struggling to keep up in my reading class. In addition to falling behind in my classes, I was feeling isolated from the other students. My grades started to suffer and everything got worse. We didn’t have a school counselor, so my principal arranged a meeting with my parents to discuss what actions should be taken. My principal told my parents it isn’t uncommon for new students to fall behind in classes and that the move could be causing some of the issues. He recommended that I start attending special education for my reading course. My parents thought it over and explained to me that it was ok and not to be discouraged about this. However,

For the reasons stated in another post I made, with all the reading and writing that is required as a college student, added to the necessity of remembering everything just to get a passing grade in the classes, the last thing I want to do is read something heavy that requires thinking. For the near future anyway, I don't think I will find myself actually analyzing the stories I choose to read. There is enough other things I will be reading during my college years to have to analyze that I honestly don't see myself consciously changing my method of

As a freshman at OFHS, I walked in willing to make changes to my schedule to succeed, even if this means cutting down on my free-time. Currently, I only participate in one school activity, which is marching band. I am considering joining chess club and track, which I did at the middle school. Currently, there are no activities that aren’t school-run that I participate in. During my free-time, I enjoy playing games on my laptop and XBox. I also enjoy going outside and playing with my neighbors. As a student, I knew that I needed to improve towards the end of last year. I found myself struggling with quizzes and tests about books that we read as a class. This year, I hope to read books more thoroughly so I can perform better on any questions we get about what we are reading. I also hope to improve my proofreading skills, as I had trouble with that last year. I also want to be more creative with my writing, especially projects and journals that do not have directions about what exactly to write. Currently, one of my biggest enemies is public speaking. I hope to reduce this fear and to ask questions when I need to. I will also try to not stumble while reading out-loud. When taking a test or quiz about a book that we are reading as a class, it is always helpful to have a study guide so I know what I need to know for the quiz. I feel that this year, I will be able to improve on my habits.

I didn't learn how to read until the third grade. One day i picked up a book with beautiful pictures and i so badly wanted to understand what it said. And so I did. It just clicked in my head all of a sudden and I was able to understand. Before too long I was reading everything in the school library. I would get lost in the different worlds and I learned the meaning of words I didn't know by reading the sentence/ paragraph it was in. Finally i felt like I had something that I was good at. I could outread my peers before too long and by the time I was 9 years old I was reading college level books with ease. I would be spending at least 4 hours a day just reading, finishing 400 page book in a matter of days. In reading I was able to gain confidence in myself at school, and when things got hard I could just slip into another story and forget about my

In the opening chapter of Thomas C. Foster’s book, he explains the importance of a Quest. It is quite hard to figure out a quest, Foster explains that in an example about a young boy who goes to the supermarket and encounters his “nemesis.” Quests are the core base of a story since it involves just about everything a story is trying to portray. For example it includes the quester, a place to go, a stated reason to go there, challenged and trials during the journey, and a real reason to go there. These are all main components in a story. Foster states “The real reason for a quest is always self-knowledge.” He means that the Quest is to help

In elementary school the one subject I always would struggle with was spelling. At the end of every week we would have a spelling test based on a set of words that came from a vocabulary or spelling workbook. On Mondays at the beginning of class we would receive the previous week’s test and examine the words for the test that week. I would always study and would try a million different methods, even coming up with my own unique methods to study. No matter what process I used my grade would always end up being poor. My mom would always be on me about doing better on the test but nothing would come about from that. So, my mom decided to get involved and attempt to raise my grades.

My reading history began with my mom reading to me when I was a child; I loved Dr. Seuss books, the Disney books, and Scholastic books. When I entered school, it became apparent that I had some kind of reading/writing disability; I was never diagnosed with Dyslexia officially but that’s what my family and I say I have. Now that I’m older, I think it’s more of a Dysgraphia

1. As a future teacher, the story impact, I learned how to be patient, reach out and help others and never give up, help and encourage students to learn how to read, and listen to the student and their demands as he did with student who asked about a book for SAT exam. offering free magazines for those who want ideas.

So far, I have approached the material in a strictly straight-forward manner. I read what needs to be read and bring the articles to class. I have not taken any notes (apart from mental ones) and have not spent as much time as I would like on the work as I haven’t been able to find the time to focus as much as I would like on my courses. I would really like to be able to get administrative work out of the way so I can begin to execute my work in the following way: read the material several days before the anticipated discussion date, write notes on what I have read to remember what the article is about/what is important about it/how it relates to what we have discussed in class. This kind of learning, reading and analyzing independently, is theoretically the ideal way for me to learn, as it allows me to think about and form opinions on articles we will discuss in future classes. However, the amount of work this demands has proven to be, for the time being, too great for my tight schedule, eating into my sleep and lunch times.

I read outside of class every day except on Sunday most of my time, I go to library before class start or after class. I spend about 5 hours per week reading outside of class. It is hard to management my time, but I make one week schedule and I flow my schedule guide. I love reading books and searching internets because a person who read and search more, knows more. I spend 2 hours on reading books, magazines, newspapers, novels, humor and searching new things daily. I don’t have any fixed plan to reads books because I prefer to reading books more than watching television, playing game, and hangout with friend. Overall, reading is my habit and books which can bring a real change in one’s

My whole entire life I have been struggling with reading. I have always been in classes to help me read because I was two grades behind where I should have been. Teachers thought that I was just a slow reader and needed help. I had tutoring to try and help me get up to my grade level but it never worked. I would get mad and be embarrassed to be in those classes and always give my mom a hard time. This all started in elementary school. I would have to stay in during recess to get help. Then in middle school I was getting pulled out of class to get help with reading from a reading specialist. Still nothing was working. Once I got into 8th grade they gave up on me and said that there was nothing that they could do to help me. I got into high school

Having this issue had me panicking when we read together as a class in school. All teachers were different, but most did not only take volunteers for reading because they did not want the same people participating each time. Instead, they would pull popsicle sticks from a jar with our names on them, or they would have students “popcorn” – call on other kids randomly – other students to read. Usually, boys would call on their friends who they knew did not want to read in front of the classroom because they thought it was funny; however, it was terrifying to me. The moment I heard the words ‘popcorn Tori’ my face became red, my heart started racing, my hands were shaking, and my voice was cracking when I spoke. Frightening was what it was, especially when I came across a word that I did not recognize since others would correct me when I mispronounced it, or some would even laugh at me. That is the reason why I always chose to read silently, rather than as a class, because I did not have to worry about embarrassing myself. Silent reading was much easier, yet I still had issues with it. Multiple classmates read the stories much faster than me, which is why once in awhile I acted as though I read everything I was supposed to, but I did not. I pretended to read everything in depth, when instead I skimmed the pages and had no idea of any of the details that occurred. Yes, that was obviously a poor decision, but at the time I thought it was the only