Chapter 5

Again, I'm seeing a lot of connections between this chapter and my other classes. CEP 449, a behavior management class in special education, talked about having kids chant when spelling out new words as they did in this chapter. Not only is this proven to help kids remember the material, but it's also a great behavioral management strategy. Kids are engaged because they are participating in every question for a recitation type lecture and this minimalizes the amount of time kids have to be bored and get into trouble. The ideas in this chapter about learning the roots of words and the different strategies to promote fluency will help to get kids working with an instructional relationship to the materail, which also minimalizes beahvioral issues in the classroom. Kids who are ahead of the materail are bored and getting into trouble and kids who struggle are turned off by the material and also find other ways to use their time. The ideas about scaffolding to create better readers were discussed in CEP 301, a course similar to TE 301 for special education. The extra support for kids who need it helps to tell kids what you are expecting out of them, which is important, as well as helping the teacher to see where misconnections or disconnects may be happening for kids. This chapter put a lot of emphasis on things that related to being able to enjoy books and words, and I think that this will be a good reference when looking to do that. (Being a fluent reader, roots of words, reading/writing issues, etc.)