Monica Izzo

August 23, 2015

Appendix B

Reading and Learning to Read: Chapter 1- Knowledge and beliefs about reading
Essential Understandings from Text Readings/Articles

When children become intrigued in a learning experience, sometimes its worth delaying
other lessons for the time being: teachable moments
By not having the right, set way to teach reading it gives teachers more freedom to
teach in a way they believe is most beneficial

Key Discussion Questions/ Perspectives

How do teachers know when its acceptable/appropriate to extend one activity and cut
down another?
Because no two teachers teach reading the same, can it effect a students ability to learn
throughout the years?
Is there one way that works more consistently amongst teachers in how to teach reading?
With the change between NCLB sand Common core, is there an impact on those learning
to read?
If there was a national standard, would benefit those who move from state to state?

Professional Application/Observation

Meeting the students interests, opens up the door to children wanting to read/write about
whats being discussed
Letter-sound correspondences alongside translating print into speech takes many different
forms of approach in teaching reading
Programs such as NICHD, NRC, NCLB, and ESEA were put forth to better childrens
success in reading
Theres such pressure on teaching children to read because of the impacts it has on them
in the future if they dont learn or fall behind
I didnt realize we were one of the few countries that doesnt have a national standard for
reading