When Kids Can't Read: Chapter 6

This chapter was very interesting because it highlighted the importance of pre-reading.  I didn't realize that as an independent reader, I subconsciously thought about what would be included in the text and made my own predictions.  I didn't realize that dependent readers simply start reading without putting any thought into the topic they will shortly begin reading.  I thought the strategies provided in this chapter were great ways of engaging students' interest in a topic.  I particularly liked the anticipation guide because it brought up controversial questions that got students thinking.  I think this a great strategy to start good discussions about a text both before and after reading, and it allows students to create personal meaning from their reading. I also though the KWL chart and the tea party were good ways for helping students to make connections between what they know and what they learn.  I thought the probable passage  was a good way of getting students to discuss specific vocabulary words and make predictions with their peers rather than with their teacher.  This allowed them to engage in a discussion about the text on a more conversational level with their peers and use their imaginations, while also preparing them to read a text.  I thought all of these strategies were great ways to get students engaged in their reading before they even begin reading a text.  I also thought it did a great job of laying out a specific strategy and helping me learn how to use it in the most effective way.