Chapter 10 part 3
Read aloud is a process in which the teacher reads to the students, this is students of all levels of reading ability and grade (prek-12 and be on). Reading out loud to your students takes a different meaning to the student, they enjoy having the teacher read to them and normally pay more attention to the content. Reading out loud to students should be a fun experience for all.
Shared reading is different than read alouds. Shared reading is students and teacher share the reading. The teacher tries to guide the students to become independent readers. Reading should be done in a comfortable setting, allow all students to participate, and focus on reading strategies.
Chapter 11
Guided reading is a small group of students with similar abilities. Reading strategies should be taught in these groups. Comprehension of what is read in the goal. Using literature on tape, art, music word games is all part of guided reading. Guiding reading is practice for the brain to achieve the goal of comprehension.
Chapter 12
Independent reading in a classroom has several critical elements, organizing a classroom library, help students select a book, help students keep track of what they have read, time for reading, book sharing, respond to books, one-on-one time, and reading strategies. Peer evaluation is a good tool for students to learn from one another. We all want children to be independent readers.
Chapter 13
Literature circles should be heterogeneous, student led, used with high quality literature. Students should be given the time to act out their books, answer questions from each other. literacy circles are consistent with effective practices in literacy.
Chapter 14
Comprehension is a process in which you understand the written word. Comprehension writing in where emphasizes in placed on the process and approach of writing. Students need to be good readers but they also need to learn the art of being goo writers.

Chapter 5, start part 2
Poetry, your favorite!!! Teachers should encourage their students to listen to the rhythm and images of poetry. We should help them to see that there is poetry in lots of things not just, a book of poems. We should encourage free writing as part of the learning process.
Chapter 6
Traditional literature should be used in the classroom but should be taught in a way in which your students have a chance to engage in meaningful and exciting literacy goals.
Chapter 7
Picture books need to be examined for the words and the artwork. Picture books can be used to teach better writing skills and to set their imagination of fire by allowing students to free write about the artwork and words. To make up their own endings and let their imagination run wild.
Chapter 8
Fiction comes in many varieties. So, many that the try to classify as many kinds as they can but some could be in more that one classification making it difficult to only like one type of fiction. This is a genre you should be able to find books that every child finds a niche that they will enjoy.
Chapter 9
Non-Fiction discusses societal needs, cultural aesthetics, life lessons and historical narratives. Non-fiction books have evolved over the years to include a younger audience and more accurate information. Using KWL charts is a great way to see if your students have been exposed to the topic. The use of feature books helps students become aware of non-fiction and helps bring it to life.

Chapter 1
Teacher should challenge themselves with the thought every child can learn and really wants to learn. Teachers should provide a variety of books that are of different cultures, and different genres. Teachers should also try to instill into every child the desire to want to read.
Chapter 2
Teachers and students come from a variety of backgrounds and learning aptitudes. We must as educators teach them to the best of our ability and educate ourselves on many different cultures so, that we will be able to retrieve the student’s background knowledge and apply it to today’s learning.
Chapter 3
Reading comprehension is the understanding of the written and spoken word. We need to comprehend in order to retain knowledge. We must activate student prior knowledge, guide our students and reinforce concepts to ensure learning takes place. Vocabulary is an essential part of comprehension.
Chapter 4
Reader response is crucial to the scope of becoming a good reader. Books that touch us make memorable connections and help with the reading process. You should vary opportunities for respond by using art, music, drama, and technology.

Shared Reading

Reading the Article on “Shared Reading” I realized that those big books are still in the book room. None of the teachers have requested them year. Why? They say that the big books are too hard to handle and finding a storage spot is too difficult. I wonder if these teachers read to their students? Yes! They do but only “Read Alouds. Most of the teachers a talked to did not denote the difference between “Read Alouds and “Shared Reading”. Once I made the inquiry and asked them to help me understand the difference of the two, the teachers stated that a Shared Reading was just like a Read Aloud. I think the big books should get some of the dust wiped off and used but what do I know I am Just an aide.

This would be a great lesson have the girls read I Am the Ice Worm by MaryAnn Easley and boys read Hatchet by Gary Paulsen. Have them compare and contrast the books.

I Am the Ice Worm by MaryAnn Easley (Boys Mill Press, 1998). This book is sort of a girls' version of Gary Paulsen's classic Hatchet. In both stories, a teenage character is stranded in the wilderness following a plane crash. In I Am the Ice Worm, 14-year-old Allison is rescued from the Alaskan wild by an Inupiat trapper, who takes her to his village to stay until she can be reunited with her mother. Allison's upbringing in an upper-class family in southern California certainly didn't prepare her for this icy adventure, but she turns out to have courage and adaptability that she didn't expect. Though Allison may initially seem too "girly" for boy readers, this novel has a great blend of adventure, wilderness and family matters that will captivate boys and girls alike.

MaryAnn Easley, author of several middle grade novels that include "I Am the Ice Worm," a Junior Library Guild Selection, "Belly Up" and "Dog Woman," is a certified master teacher with over 25 years experience. Teacher of the Year, she has appeared on radio and television and is the recipient of the Reading Association's Award of Excellence. A frequent speaker at schools and book clubs, she teaches creative writing to middle grade students as well as classes in literature at the university level.

Hatchet by Gary Paulsen (Simon & Schuster, 2007). The story is about Brian, 13, and how he manages to survive 54 days in the Canadian wilderness after a plane crash. Brian was flying to visit his father when the pilot dies of a heart attack in mid-flight. Brian crash lands the plane into a small lake and swims out of the wreckage. He has his clothing, a tattered windbreaker and a hatchet (a gift from his mother). The novel takes us through Brian's days, how he learns patience through his experiences with failures and small successes: building a fire, fishing and hunting, making his shelter a safe one. He endures a porcupine attack, a tornado and being utterly alone for almost two months. This is a tale of adventure but, more importantly, it is a tale of character growth.

Gary Paulsen, is not one of those make-it-up-as-you-go-along kind of writers—Paulsen lived it. Paulsen describes the actual real-life events that he incorporated into Hatchet and the "Brian" books, giving young readers a keen insight to how a writer's personal experiences feed the narrative. He hoped Guts would answer some of the 250-400 letters a day he receives about the series. Hatchet is a series of 4 books.

Non-fiction

Spooky Graveyards is a non-fiction series of books that are perfect for 5th- 7th graders.
I think getting kids interested in a book that is a series, helps them to read more books. Winner of children’s choice book award 2009.

Readers will find out in this scary trip through 11 of the world’s spookiest graveyards! Among the stops: Chestnut Hill Cemetery in Rhode Island. That’s where a little girl named Mercy Brown is buried. In the late 1800s, her family was hit by tuberculosis. First, her mother and sister died. Then Mercy herself became sick and died. In desperation to save his tubercular son, her father—who had become convinced that Mercy was a vampire rising from the grave each night to suck the life blood from her sibling—dug up her body, cut out her heart and burned it, and served the ashes to her brother. Such compelling historical nonfiction will keep readers eagerly turning the pages in this macabre exploration of the world of the dead.


The Complete
Scary Places Series:

Abandoned Insane Asylums-Creepy Castles-Ghost Towns-Haunted Hotels-Haunted Houses-Spooky Cemeteries

Who would have thought this was non-fiction!!!!!!!!!!!!!

Trilogy

Germany’s beloved children’s author Cornelia Funke made her stunning U.S. debut with The Thief Lord, which spent 19 weeks on the New York Times bestseller list and was named New York Times Notable Book Of The Year. Since then, she’s enchanted millions of fantasy lovers with her wildly successful novels, including but not limited to Dragon Rider, the highly acclaimed New York Times bestselling Inkheart trilogy (which inspired a major motion picture), the Ghosthunter series, and Igraine the Brave. No wonder she’s been dubbed the “German J.K. Rowling”!

This is a trilogy that involves the girl’s adventure. Maybe modern day Nancy Drew!

Inkheart

Meggie’s father, Mo, has a deep secret: he possesses an extraordinary magical power. When he reads aloud from books, he brings the characters to life—literally! Mo is forced to reveal his secret when he learns that Capricorn—an evil ruler he released from a book called Inkheart when Meggie was just a baby—is still on the loose and wants to destroy Mo’s copy of the story…no matter what it takes. Suddenly, Meggie is smack in the middle of the kind of adventure she has only read about in books. Can she and her father shift the course of the story before their lives are forever changed? (Ages 9-12)

Inkspell

Although a year has passed, not a day goes by that Meggie doesn’t think of Inkheart, the book whose characters came to life. Now Dustfinger, the fire-eater brought into being from words, is desperate to return to the tale. But when he meets Orpheus, a crooked storyteller with the magical ability to read him back, Dustfinger plunges into the medieval world of his past, leaving behind his young apprentice, Farid. Before long, Meggie is caught inside the book as well. And the story is threatening to evolve in ways none of them could have ever imagined. Ages 9-12.

Inkdeath

Ever since the extraordinary events of Inkspell, when the enchanted book Inkheart drew Meggie and her father, Mo, into its chapters, life in the Inkworld has been more tragic than magical. But are the tides about to turn in the final tale of the captivating trilogy? The fire-eater Dustfinger is dead, having sacrificed his life for his apprentice Farid, and now, under the rule of the evil Adderhead, the fairytale land is in chaos. Even Elinor, left behind in the real world, believes her family to be lost—lost between the covers of a book. Facing the threat of eternal winter, Mo inks a dangerous deal with death itself. There yet remains a faint hope of hanging the cursed story—if only he can fill its pages fast enough. (Ages 9-12)