It is obvious to pull from these chapter two main ideas. The first is the idea of the volume of reading provided to a students. The more a student reads the better they will be at reading. So, Allington gives the idea of having ninety minutes in the classroom be dedicated to actual reading, not instruction, getting reading, finding a book, but actual reading. While another thirty to forty minuted be reserved for actual writing. This seems great to me, but the idea of how to reserve this time is where I struggle.
Allington talks about how school schedules are unorganized and too much time is being waisted doing other things besides teaching and learning. Which I also agree, but I do no agree on taking away special area classes in order to make more room for reading and writing. I do believe special area classes are very important and moving them to be an option to take after school can produce many missed opportunities for students.
Many students may not be able to stay after school for a numerous amount of reason, which leaves them to not being able to participate at all. Yes, reading and writing are crucial and should be given much uninterrupted teaching and learning time, but there should also be designated school time for special are classes as well. Ways that Allington mentioned that can possibly help this situation is setting standards within the school for volume of reading per week, reading more in depth, and reading and writing in all subjects.
The other main idea talked about in the reading is the types reading that are being read. If the reading is too hard or too easy for a student, then they are not learning. Many classrooms use reading analogies that do not contain enough reading material in them to be helpful for a student. Yes, the more you read, the better, but the quality of the reading matters before the quantity.
The two ways that Allington mentions to find "just right" books for each student is the three finger rule and the process of observing. I personally love the three finger rule. I believe that every grade level is capable of obeying this rule on their own, which allows the teacher to be observing other students. The running records observation is also a very easy and useful tool for teachers to have and keep record of.
Finally, the idea of reading the right books more can not happen without having books. Sadly this is an issue in and outside the school. Classrooms need books within the classroom and have access to the classroom. Allington talked about appreciating magazines and chapter books. I do appreciated them, I actually appreciate any book, as long as I am able to have books. Not only do I hope to have easy access to a plentiful amount of books within my classroom and my library, I also hope that each and everyone of my students has access to books at home. If I come to a situation in my career where my students do not have access to books at home, I hope that I will be able to change that. Whether it be through a fundraiser, program, or my own pocket, every child should have the opportunity to read within school and without.
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