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Emily Metz

FRMS 7331
Double-Entry Journal Reading Aloud Chapters 11 & 12
Reading Thinking
Chapter 11
Prescribed Questions vs. Authentic I have seen many books now come with the
Questions (p.71-72) Many published discussion questions like the ones mentioned that
chapter and picture books now come with came with Stargirl. I have glanced at these questions,
questions and activities related to the book but have never used them in my classroom. However,
for students and teachers to use. The authors I have been guilty of using the questions located in
the textbooks that we use to read texts like Romeo
argue that these prescribed questions and
and Juliet, The Odyssey, and other various short
activities could never replace the authentic stories. I didnt see anything necessarily wrong with
questions and discussions students can have that since it seemed like everyone in my department
from reading a book when given the freedom followed the same practice. After reading this text
to create their own responses. and participating in the wide range of responses in
this course, I now see that there are so many better
ways to have students engage with the story in their
own authentic and personal way rather than
answering basic questions from a textbook.
Ways to Create Text Sets (p.73-75) One I liked that this text gave several examples of how to
way to use read alouds to generate the create a text set by listing several different ones
curriculum is to introduce text sets related to related to one book. Often, I think of solely grouping
the read aloud. You can create text sets by texts by theme, but now I see many different
possibilities. I think this would also be helpful for
grouping texts that have similar character
creating book clubs during a unit of study.
traits, major events, genres, themes, or that
are written/illustrated by the same

Read Alouds as the key to curriculum (p.75) I wouldve liked even more information about how to
Read alouds should not simply serve as a use read alouds to guide curriculum decisions. Like
supplement to a unit, but rather as a guide to the authors mentioned, there is a definite pressure to
the topics and issues students will learn and cover standards, test prep, and specific canon texts in
my high school ELA classroom. Giving up some
read about in their current or future unit of
control and allowing a read aloud to determine each
unit seems a little too out of reach for me at this
point. I could see making baby steps towards this,
though, by ditching the prescribed questions and
activities and allowing students to create their own
responses to what we are reading. I could also see
applying some of these activities, like the topic, issue,
question one mentioned in this chapter, to the canon
texts in order to identify related reading experiences.
Chapter 12
Reading aloud every day for one month Although this text has definitely made me excited
(p.77) One step to incorporating reading about responding to literature and sharing new
aloud in the classroom is to try reading aloud reading experiences with my students, I still am
every day for one whole month. The teacher wondering on how I will actually go about
should take notes and observe how students incorporating reading aloud into my classroom. I
respond. This month will not only help the teach 9th grade on a 4x4 schedule (90 min. blocks
every day for one semester). Would I start each class
teacher observe the effect of reading aloud
with a read aloud, or would I end it with a read aloud
with students, but it will also help students
(the latter seems to go against what the authors have
begin learning how to respond to literature said about not giving it a time limit)? What would I
past superficial responses. have the students do during the read aloud? Would I
have enough time to read aloud, have students
respond, and still cover their other required
readings? What will I do with students who are a
disturbance or are not paying attention during the
read aloud? Evidently, I still have some thinking to do.
Sharing resources with parents (p. 78) I find that I have several parents who always ask me
Including parents in the responsibility for what they can do at home to help their child with
creating literate adolescents and future reading/preparing for their ELA class. Typically, I dont
members of society is an imperative for have much to say besides encouraging them to read
at home. I liked the ideas presented in this chapter
teachers. Teachers should provide reading
about how to involve parents, and am going to find
lists, tips for discussing and responding to
some examples of the resources to share at open
literature, and resources for extending the house and on my teacher webpage.
reading experience at home for parents.

Talk with other teachers (p.79) It is I recently attended a conference with about four
important for teachers to talk with other like- other teachers from my school, each one from a
minded teachers to share their experiences different department. While we were travelling, I was
with reading aloud, including challenges, new discussing with one teacher about my summer
classes, with special emphasis on my experiences in
ideas, and successes. By creating a
this class and how I was learning about the power of
community of teachers in this way, a teacher
reading aloud even in the high school classroom. To
will develop expertise in their craft over time. my surprise, the other teacher shared how she also
wanted to incorporate reading aloud in her Teaching
as a Profession class. We talked for a while about the
challenges we predicted would occur, and about
ideas we had to overcome those challenges. It was so
great to discuss what I was learning and application
ideas with another teacher at my school. We also said
how we both wanted all the teachers and faculty to
hang up posters that said what we were reading, like
the author mentioned on p. 78. I feel better about
trying to incorporate read alouds and other new
ideas with reading responses because I know that I
have a support system and someone to share ideas
with in the months to come.