Reflection Of Reading : My Experience In The 21st Century

One of the first things that this author would do is to teach students how to make connections while reading. When students make personal connections with what they are reading by using their prior knowledge, it helps them to retain information. There are three main types of connections we make while reading text; we can make connections to what we are reading and our own experiences in life, we can make connections from one book to another (like reading a Nancy Drew book and reading a Trixie Belden book), and we can make connections to what we are reading and things that are going on in the world around us. By helping Jose learn to make connections while he reads, Jose will be able to more readily remember what he has read and make sense of it (Comprehension Strategies, n.d.).

"I am thrown off my reading game when i am forced to go fast."-Thomas Newkirk For me, reading has always been a obstacle because its hard for me to stay invested in a book.Throughout my years of reading it has become one of my not so favorite things to do unless if i'm interested in it.

I learned from this video that I need to be more mindful of the ways in which I will teach my future students about reading and decoding text. I need to show them how to look closely at details within the story so that they understand the shift in mood/tone, grammar and word usage. It is important for students to read at a pace that they are comfortable with in order to gain full meaning of the book or story. Also, it is crucial that they read at his or her own pace in order to make sure they do not miss details that could be important.

Even today when browsing for an interesting read I would always be taken away by some captivating picture of an article. However, the more I read the better I became at understanding and visualizing a narrative. This piloted me towards thicker books where stories were more enjoyable and longer.I was in my school’s book club. We had to read three selected books and compete with another school’s club to discern which team understood the books to a greater extent. It was quite embarrassing because I didn’t answer any of the questions right about the books even though I’ve read it. This led me to realize that books were more than just a mere combination of words. This was when writing and reading became difficult for me. I was abruptly introduced to the literary elements of plot, theme, and tone of literature. The more I knew the more I would have to learn. This is something I would come to understand as I was presented figurative language, irony, and foreshadowing. These being literary techniques brought me closer to the understanding of my own literary

I sat in my fourth grade classroom staring at the bookshelf when suddenly I caught a glimpse of a dark blue book with a heroic being on the front. I lifted the heavy book and began reading Percy Jackson: The Lightning Thief. As soon as I started I fell into this mythical world where gods, monsters, and heroes all existed. It was a rollercoaster through my emotions. The thrill. The suspense. The surprising new book had a grasp on me, to stop reading it would be difficult. I felt attached. As soon as I started, I finished. Devastated, my chase of this feeling has never stopped, no other book has given me the same fulfillment as Percy Jackson: The Lightning Thief. As a young reader I would love to find the same joy and thrill (as I did back

My experience with reading started as most do. I was exposed to the easy-readers that every little tot has seen. Obviously, I learned to read and write in kindergarten and beyond; I owe some thanks to the teachers of my early years. I was never much of a reader when I was a younger child. I read from time to time but never constantly. If I regret one thing from my childhood, it will be that I never read enough. In a sense, I have taken it upon myself now to compensate for the lack of literature in my life when I was a boy.

“I either go to television or turn on the radio in my car” (Whitefield 2011). Before I started this class, that is what I thought about when someone asked me “Do you keep up with the news?”. Most people do not get the opportunity to learn about what is going on around the world in their everyday lives and how they can help out. I feel that being in this class I got the chance to learn more about life and what is happening everywhere, not just insignificant matters such as who Kim Kardashian is now dating or why Kylie Jenner got more lip injections, I am learning about the important things. I am getting the chance to learn about how I can participate in the world to make big changes because of reading The New York Times, “Why Local Newspapers,” and “Freedom is Intended as a Challenge.”

As the years went by, reading was no longer of my interest. The reason was not the shortness of time or responsibility, it was the lack of motivation. The transition to a different country and language restrained me. It was not until high school that I became interested in reading again. Eager to be literate and not fallen behind among peers, encouraged me to persevere and improve my reading skills in English. Ever since, Khaled

A strategy that good readers use, and one that teachers should model for students, is making connections with the text. There are three types of connections, text-to-self, text-to-text, and text-to-world. As the teacher reads a story he or she should stop periodically to make connections between what is written and his or her own personal experience (text-to-self), other books (text-to-text), or things that are happening in the world (text-to-world). As students make these types of connections it helps further his or her understanding of the text. (LaRocque & Darling, 2008)

When you get asked the question of whether you would want to go outside and play or sit inside and read the latest novel from your favorite author, what would you choose? I know from experience that many people would much rather go outside and play. For me personally I would also go outside rather than read. You thought I was gonna say read didn't you? Don't lie I know I got you. But seriously I'm not a fan of reading. I don't have many reading experiences because of that fact so I don't exactly always understand what I read even though I was always pushed to read throughout my school life.

As a future elementary school teacher, I have always thought the task of teaching kids could be a rewarding and gratifying experience. However, I recently realized that in order to obtain these rewarding experiences the teacher and students must work hard and with determination. Learning to read can be a very daunting task for a youngster. Therefore, as a teacher, it is your job to facilitate positive reading strategies from the start. Looking back at my experiences as an early reader, I can gain some insight as to what might help or hinder my future students.

The purpose of this chapter is to provide a review of the literature regarding an historical perspective on reading instruction in schools, and the balanced literacy philosophy. This information provides a background from which to better understand how the balanced literature approach to reading instruction has come to exist, and the tasks that are part of this philosophy for the teacher. Then, more specific information is examined from the Crowley Independent School District regarding how the balanced literacy framework is implemented within that district. In addition, various curriculum documents are discussed in order to better understand how the CISD implements its balanced literacy program. Furthermore, the professional development and support for the reading initiative that occurs at the district and campus levels is discussed, along with the leadership that is provided within the schools to help teachers successfully carry out the balanced literacy program.

It never occurred to me before to take some time and evaluate my reading process and my reading habits. I’ve done tons of readings throughout my whole life, including articles and abstracts for school and just some novels and fiction books for entertainment. However, I barely paid attention at any of my reading routine. All I was concentrated on were either getting the information I need from the text or, in case of a novel, enjoying the plot. Up until recently I had no idea if the way I was reading is productive or not, but after accomplishing my assignment for English class to read the texts from “On Creative Reading”, I tried to look at my reading process from a different angle.

Writing has always been something I dread. It’s weird because I love talking and telling stories, but the moment I have to write it all down on paper, I become frantic. It’s almost as if a horse race just begun in my mind, with hundreds of horses, or words, running through my mind, unable to place them in chronological order. Because I struggle to form satisfying sentence structure, it takes me hours, sometimes even days, to write one paper. It’s not that I think I’m a “bad writer,” I just get discouraged easily. Needless to say, I don’t think highly of my writing skills. When I was little I loved to both read and write. I read just about any book I could get my hands on, and my journal was my go to for my daily adventures. Although it’s

Advancements, never ending, never ceasing advancements. Children glued to screens, parents buying new video games, new computers, new phones, new everything. How has it taken so long for us to notice that our generation is slowly becoming wrapped up in our own worlds, neglecting the people around us. Everything around us is about efficacy, what will get me what I want fastest? We want what we want and we want it as fast as possible. This change in time and the advancements in our society has taken a toll on us. Our minds have lost the ability to focus on one task for longer than an hour. This is most evident in our reading habits, we no longer read long articles or sit down with a good book, we skim.