CHapter 9 in WK

The part I found interesting in chapter was "using graphic organizers is a good idea to learn new vocabulary words." 

The reason I found this to be a good idea is because using a graphic organizer is great way to be organized when learning new vocabulary words. It is helpful for students to learn in this way because it is very visual. It also is a more fun way to learn new vocabulary words. One way I used this when working with a student was picking out words I thought they wouldn't know then helping them figure out what they mean and how to say them. Knowing exactly how to say the words helped her figure out what the words really meant. Finally, graphic organizers help with vocabulary by helping all learning styles. It helps with visual learners and learners who need to write things down. Also, this could be done with partners which could help learners with different needs. Graphic organizers are a great way to learn vocabulary words for every kind of student. 

Chapter 8 in WK

The part in chapter 8 that I liked the best was, "summarizing a short story or a novel appears to be too overwhelming for many students, who either offer nothing or restate everything in the story."

The reason I thought this was interesting is because many students do have trouble with this. It is hard for many students to pick out the important events that happen in a story and then put into a separate paragraph. However, there is a good way to teach this. The way I would teach summarizing is by modeling first. I would read them a short story then pick out the important events for them. Then I would have them create the paragraph. Next, I would have them read a short story with a partner, have them pick out the important events together then write the paragraph together. Finally I would have them do this individually so I knew whether or not they understood summarizing. Summarizing is a hard task to complete for many students however there are many good ways to teach this. Modeling is a great way to teach and show the students how to this correctly. That is why I found this quote from the chapter interesting. 

Chapter 7 in WK

The part in chapter 7 that I liked the most was the very beginning. Many readers don't understand how to make it make sense in their head. The quote that goes along with is "What they don't observe are all the times good readers reread a passage or a sentence, all the times they ask themselves, "What is going on here?"" 

I liked this because teachers know what good readers do for the most part because we read. We know what we're thinking and how we are good readers. Therefore, we know what our students who are good readers are doing. We need to teach them the basics like inference and talking or thinking about it on their heads as they read. As teachers, we can help them do this. We can do it aloud for them or put them in small groups. All good readers and struggling reading know who the good readers are. However, most of them cannot point out why they are good readers. This is when we need to come in and help them figure that out. 

Chapter 6 in WK

The part in chapter 6 that I liked was about the KWL chart and how it is used. The quote I found most interesting was That's what comprehension really is: linking the unknown to the known." 

This part of the chapter tells us how we are supposed to do a KWL chart correctly. This quote goes perfectly with a chart like this because that's what it is doing. It is linking the unknown to the known and that is how students learn how to read. They learn to use personal experiences with books they are reading to help them make sense of what they are reading. If students can do this then they will enjoy their reading much more and maybe even have a good time doing it. If the KWL chart is used it activates their thinking and they also know a little bit about what the book might be about. Therefore, they our goal is to get them interested into the book and have them actually want to read the book, instead of just having too. Linking the known to the unknown doesn't have to be hard but we must do this in order to activate our students thinking as well as, hopefully, getting them to read more.  

Chapter 5 in WK

The one statement I found interesting in Chapter 5 of When Kids Can't Read was, "At least once a day, read aloud a short passage and think aloud your inferences." Chapter 5 was all about learning to make an inference and how to show students how to do this. 

I found this helpful for me because no matter what, reading aloud is very important for students. First, it opens up the door to different genres and the students could be interested in different genres, they just don't know it. Also, since the chapter was about making inferences then thinking inferences aloud is very important. It is important because many students don't know how to do this correctly and doing it aloud shows them how to. Also, doing this once a day gives them multiple examples in inferences in different genres and different books. Hopefully, after showing the students how to inference then they will begin to do it when they are reading by themselves.