Summer Reading Analysis

It is one of the most important strategy teachers can do with a child. Interactively reading aloud to children has them actively involved in the process. A teacher has the children asking questions and making a prediction. Shared reading helps the students build a framework to draw attention to vocabulary. This read aloud strategy should have carefully thought-out questions. For example, a shared reading activity for Chicka Chicka Boom Boom: First, point out the cover of the book. One should point to the words as you read the title, the authors, and the illustrator. According to the Resource in Early Learning, Chicka Chicka Boom Boom has a lively musical rhythm. As you read, emphasize the beat and rhythm of the words. Have the children join in the lines that repeat. It is also important to point to each letter as you read. After reading the book ask questions such as, “What happens when all the letter get to the top of the tree” or “Let’s count the

Summer reading programs can help students struggling with literacy tremendously. When students read over the summer they keep their reading skills sharp instead of having to relearn them as soon as school starts again in the fall, which can be a big hindrance on their studies. The summer is also prime time for parents to hire tutors when their services are needed. Some teenagers will even tutor for free in the interest of obtaining service hours for scholarships. Parents should also make time over the summer to help their children themselves if they are having problems with reading. Having the support of parents can make all the difference in a child’s motivation to learn.

Michael Henry’s article “Whats with This Summer Reading” has readers pondering why summer reading has students “moving one step further from reading.” Michael Henry explains that one day he saw a teenager becoming very frustrated with the book he was reading. He asked why the young man was reading the book and the boy said, because it was a summer reading assignment. This made Henry think and he began to research summer reading assignments. He wanted to find out what was causing so much frustration.

Recently I’ve learned that reading is a crucial part of life. Reading allows you to go on unbelievable adventures that you could only dream about. Bryce Shoemaker, author of “The Not So Lonely Good Company of Books” and Richard Rodriguez, author of “The Lonely, Good Company of Books” write about their experience with reading and writing the way they’ve surpassed their struggles. I personally can relate to both of their experiences with having a difficult time reading at a young age. Despite the fact that both of the authors had the opportunity to have a special teacher help him during school and I did not, we still had other common similarities. Having the resources such plenty of books at home and someone to encourage you to read on your own time such as a parent does not

I use many of the strategies suggested in Chapter 2 of Literacy for the 21st Century (5th Edition). During the reading process I like to engage my students in a pre-reading activity prior to being exposed to the text. I usually use an anticipation guide and allow my students to discuss or debate the statements. I then attempt to set purpose and build background knowledge by introducing my students to the author and social context of the text. We then discuss the standard(s) associated with the content. My students participate in a variety of styles of reading. Some days they read independently, some days we do shared reading, and others we do read aloud. As we do this, students are required to interact with the text by completing a task. The

Graves, M. F., Juel, C., & Graves, B. B. (2011). Teaching Reading in the 21st Century. Motivating All Learners (5th ed.). Boston, MA: Pearson Education.

To begin, it’s my opinion that it’s truly shocking to see how many projects have been set up to assist these people. One project I am already working on is a part of my Girl Scout Silver Award. My partners and I realized that children who read more were more likely to develop a love for learning, so we planned to aid youth without access to books by collecting used books and giving said books to children in need. Currently, we are in the process of contacting multiple organizations to share our books with. My group

Doing small group activity also help them to understand what they read. Teacher asks students have a discussion about the story in a small group. When they have an interactive discussion with their peers while sharing information about the

Starting this year, every day we start class with ten minutes of independent reading time. I really enjoy this time. It allows me to choose genres that interest me, which in turn encourages me to read more. As I start reading

At the beginning of the year I would read the book, The Amazing Things That Books Can Do, By Ryan Joiner. This book would allow the class to have a great discussion about what books can do for them. My class would discuss when the perfect time to read, where to read, and who to read to. As a teacher I would point out that it is great to read when a student is feeling down because books can brighten their day. Books can allow students to increase their motivation, imagination, and determination. Books can develop students talent or help them find theirs. I would clarify all the statements I have listed above with my students, after I read the book to them. After the discussion I would assign my students to write about what books

Teacher should make discuss the enjoyable and purpose of literacy and when you read to the children talk about the reason you chose the book and make story pleasurable. You should also try to capture the interest of the children and let them chose a book. Then role play the book with props of the characters in the story and change your voice to fit the characters’ if possible. Make the library area a quiet and relaxing area that children like to visit without force.

Another lesson comes from the short talk “On Reading.” This takes the reader back to their childhood. No, not everyone enjoys reading, but it is also great for you. In this short talk I got the imagery that this little girl was on a road trip with her parents, her father does not enjoy reading but she does. So while on the way to their destination, she reads Madame Bovary. While reading she takes a moment to look around at the sights passing through the window. This just gets the reader to truly think and assess the way they perceive the way they view reading. Having someone who enjoys reading, and someone who finds no pleasure in reading is what makes the world go round. Not everyone appreciates, or finds interest in the same things, but do not discourage anyone if you have no interest in it.

A reluctant reader is something that most teachers will have to deal with at some point in their career. It can be very difficult for some students to get into the habit of reading for pleasure, it is also common for avid readers to be in a stage where they just do not want to read. This is a situation that I can relate to very strongly seeing as I love to read but sometimes find myself in a “reading slump,” where I struggle to motivate myself

RIF launched a program called Read for Success. This is a summer reading program where children, parents, teachers and members of the community come together to support a child to read during the summer. Children who don’t read over the summer risk losing up to three months of important skills that they learned during the school year. This is especially true of children from low-income families. Summer learning loss poses a real threat to a student’s academic success and ability to function later on in life. Once a child falls behind, they rarely catch up. Check our RIF’s fun-filled book lists, activities, tips and resources to help keep children reading and learning

"Interest is an important factor of learning" (Alvermann 2013, p 133). Student interest and motivation are married together. Teacher's understand that when students are interested, they are more engaged and motivated. Reading is one area where many students lack interest. Pre-reading strategies help to spark student interest before they dive into the content. There are numerous strategies, but the most common are graphic organizers, KWL charts, anticipation guides, and list-group-label strategies. Implementing these strategies helps to activate students previous knowledge, making the content more interesting and relatable.