Chapter 11: Shared and Guided Reading

Shared reading is an integral part of any curriculum especially for young children such as those who are unable or struggling to read. Shared reading can create fluency amongst these students and help the fluency of already proficient readers. Shared readings can also create a deep love for reading. Shared reading is appropriate for all age groups assuming that the reason you are sharing the text is to study and learn from a text as a class. It also has two main reasons that it has become important within the teaching field and those are that it gives young children an enjoyable literacy experience so that as they grow they come to have a deeper appreciation for reading. Secondly, shared reading lesson plans show students how print functions and aids in their abilities to become self-starting readers and writers. Shared readings also build on the student’s earlier reading experiences especially ones before bed-time. Sadly not all students have this experience due to their situation in life or that of their parents. Sometimes sadly it is because their parents themselves are unable to read or don’t have the time for them. It is up to teachers at this juncture to make sure that while in their hands these children have good reading experiences.

There are a few critical elements of shared reading and those are establishing a comfortable environment, selecting a variety of enlarged, predictable books, ensuring all children have opportunities to reread favorite books, and focusing on the features and reading strategies. Establishing a comfortable environment for reading books is integral because it creates a comfort in reading itself. Environment very much affects the way that students learn and experience reading. Selecting a variety of books that are also in some cases predictable ensures that a majority of your students will participate while reading to them and this will increase their knowledge. Teacher must also be careful in their choices because not all books with great illustrations and large text are appropriate for young children and do not guarantee that they will be well written either. Making sure that all children have a chance to reread their favorite books ensures that they enjoy reading by making what they love available to them. Focusing on features and reading strategies within in a text will prepare these young minds for higher level thinking activities. Also this will prepare them better for middle school and beyond when they begin to analyze texts using higher level thinking.

Guided reading is also discussed in Chapter 11 as another way of teaching the ability to read to young students as well as making them think on a higher level. Guided reading the practice necessary for students to become proficient in using and understanding the text that they have read or are currently reading within the classroom. Guided reading is done in groups with children of the same or similar reading ability to maintain comfort and ease frustration of students who cannot read as well as some of their counterparts. The teacher provides guidance and scaffolds for the group until they strengthen their reading abilities sufficiently to have very little if any support from the teacher. The teacher during this time period makes sure that the students have an understanding of what they covered earlier within the lesson and then provides new ways to look at information. The ultimate goal of this is to have the students reach a point where they can read and write independently with very little assistance from the teacher.

Selecting texts for reading groups in important because they must be at the level of the students but also provide them with some challenges so that they are able to intellectually grow. In order to make informed decisions on these texts the teacher must take the following into consideration: text length, illustrations, size and layout of print, content, text structure and genre, language structure, predictability, vocabulary, and relation to the curriculum.

While teaching it is key that we employ both of these styles of teaching to ensure that our students receive the best reading experience from us as well as preparing them for the future.

Chapter 10: Reading Aloud

Reading Aloud to your students and even to your kids is a key to fostering the love of reading. Some of my fondest memories of family members who have since died are having them read out loud to me when I was a baby into early adolescence. One of the fondest memories I have is when I was younger my grandfather would pull me into his lap at breakfast and we would read the comic or funnies section of the newspapers on Sundays. This tradition continued as I grew up and soon I was visiting their house regularly on Sundays and eating with my grandparents and reading the funnies with my grandfather. While these were not the most adequate reading materials it still formed a very important bond between my grandfather and I that lasted for years up until his death in 2008. By reading aloud to your kids you form a special bond and might even form a tradition that is very important.

While this experience unfortunately is not always common it is very important to read something to your children. It might even have to be the newspaper but it forges a bond with your children and it is very important to their growth and development and their academic success. If children do not have the ability to receive this at home it is really important that teachers read aloud to their students. It might seem like a chore or counterproductive with older children but it is an experience that no child should miss out on. It gets their minds creative juices flowing and thinking more actively about what is going on while reading aloud than while reading to themselves. It also lets their imaginations run wild because you are creating a movie scene right before their eyes. You provide the voices for the characters and their minds create the action and scenes that the characters go through. Reading out loud to your students is a great way to keep their interest and put on a show for them at the same time. You are also teaching your students things that become more fun to learn when reading aloud.

It’s also a great time for the teacher to goof off as well. Making different voices for different characters and creating other personas for them according to how you hear them in your own mind, that is AWESOME. Okay so I might be the only total dork who does that anyways but it still allows teachers to use their acting chops and creates a great atmosphere in your classroom. It tells your students that we are here to have fun, because I know I am, and to learn at the same time. What could be greater than that? Nothing, at least I don’t think there is. It is also a great way for a newer teacher to get more comfortable with being in front of as many students as he or she might have. Acting like a complete kid and getting down on their level makes them more comfortable around you but also gives you some great insight to what kids do and don’t respond to.

By creating voices for the characters you help your students place voices within their own head to characters they know and love. By mimicking their attitudes in certain situations and bringing them to life you help show students how you interpreted their actions if they were really alive. This helps students relate and bring their characters to life in their own minds instead of reading their voices much like a friend of mine does to this day, as Ben Stein in Farris Bueller’s Day Off. No child should ever have to read a book and that is all they hear unless it is called for by the description of the characters tone or personality.

Reading aloud is a great thing and is very telling for your students. You also learn a lot about your students by reading to them. It tells you how you can and cannot engage them while teaching but it also gives you time with your kids on a much more personal level. You bring yourself down to their level by becoming multiple characters at once and sometimes make a complete fool of yourself but that is okay. You are having fun and so are your students but most importantly of all, they are learning in the process.

Chapter 9: Non-fiction

Non-fiction is a great learning and teaching genre, so are all of the other genres but this one has to deal with specifically the facts and known truths. With non-fiction students receive nothing but the facts about animals, plants, people, places and more. They are great teaching tools as well because they make subjects that students might not be otherwise interested in more reader friendly and interesting. The illustrations and format of these books play a large role in the interaction that reader have with them, as well as their interest level. Non-fiction books are also really great supplements to a boring textbook. These non-fiction books are also not subjected to state guidelines and tend to give a more comprehensive version of history than most textbooks do.

These books are great for all ages and when students read them or even adults they continue to learn about the world around them and the people that inhabit it. Non-fiction books can break barriers by giving people an understanding of a place, culture or animal that they might know nothing about. These books because they give you facts tend to be unbiased and just present the information and not the author’s opinion. This is great because it allows the reader to form their own interpretation based on the information given to them and they are not swayed by the biases of the author. But this is only in some cases. There are books that tell you things in order to sway your perception of the person, place or time on which the author is writing. It is very important that if this is a book that you choose you discuss the biases of the author or look for books that are unbiased especially if you are talking about specific people in history.

These authors also become semi-experts just without the degrees in the field that they are writing their non-fiction book about. Though there are some with degrees in the field in which they write their non-fiction books but they still do more extensive research for their books. These authors must do this in order to convey correct information and it is a painstaking process. Most good authors have their drafts and finished product looked over by the experts in the field to make sure that their information is clear and correct. Without correct information this moves the book from non-fiction to faction. Faction is a cross between fiction and non-fiction. While the people, places and time are factual the scenes that help move the story along might not necessarily be factual. It is up to teachers to differentiate these faction books from true non-fiction books.

When creating your library as a teacher you have to make sure that all of the books that you purchase or borrow from the library are the most up to date books that are available with the most up to date information possible. By choosing these up to date books you make sure that your students remember the correct information and not the incorrect information. Unfortunately it is easy to remember the wrong information because there is a bigger deal made about it than the correct information sometimes. When purchasing books you have to be very discriminating and also when accepting them from parents or the community. You can keep some of the older ones but also have a companion of more updated information and do a comparison of the information in the older and newer books to show the advancements and discoveries of certain information on different people and things. Also when creating your library it goes without saying that you balance your books with curriculum supplements as well as things that interest the students so that they continue to read or begin reading because they are truly interested in the information provided in the book.

Chapter 8: Fiction Family

Going back through all of the novels that I have collected over the years that constitute a majority of my collection are Fiction or in that genre. Some are historical fiction like the Dear American Diaries, others are Science Fiction like Rowan and Ender’s Game, Realistic Fiction like my older more classic books by Charlotte Bronte and Jane Austen and then Fantasy like the Dragon Riders of Pern series. I do own some traditional literature, poetry books and non-fiction but a majority of my collection is Fiction. These books are a lot easier for me to connect to and with Science Fiction and Fantasy it really feeds my imagination. The work required to really write any of these is immense because with respect to Historical, Science and Fantasy fiction the author must do a lot of research and be careful who and what they input into their stories to make their plot lines believable.

My favorite quote from this section is one written by Madeline L’Engle. She states that fiction is a “vehicle for truth” (Kasten, Kristo, McClure 2005). Within the Fiction genre that is very true. While what fiction authors write about is not implicitly true there is an element of truth illuminated by what they write and it is up to the reader to discover this truth while reading the novel. Hunting for these universal truths within fiction books is like an interesting game. Sometimes they are implicitly stated by one of the characters but other times the reader must hunt for them through the words or actions of the characters within the story. I guess that is one of the reasons that I love Fiction so much. While you are reading something fun and entertaining you learn more about the human condition and while you might not always realize it you walk out with more than you went into the book knowing.

My all-time favorite reason for reading fiction is the characters. Fiction authors create some of the most amazing characters I have ever read about just short of some of the real live people I have read about. Characters like Ender from Ender’s Game, Alanna from The Song of the Lioness and Talia from the Heralds of the Queen series are all exquisite characters. Tamora Pierce, Mercedes Lackey and Orson Scott Card, in my opinion, write some of the best characters I have ever encountered and are great for middle and high school students. Tamora Pierce even writes well for 5th grade student if they are a little more advanced reader. The worlds that they create for their characters are fantastic and their main characters are very easily relatable and definitely pull the reader into their world. Girls can learn a lot from both Alanna and from Talia about being strong despite everything that they have been through and that people will respect them if they show their true colors. If they don’t then they weren’t really friends to begin with. Ender is a boy who is put in a very tight spot and just because he is small does not by any means mean that he is weak. He is a very bright young boy who despite the odds becomes a fantastic leader and warrior while maintaining his compassion for others.

Fiction is a great genre that offers so much. Historical fiction creates a story surrounding a real event and makes it more easily relateable for a student than just reading something out of a textbook. Fantasy and Science Fiction are only limited by the imagination of the author and thus it stretches the imaginations of the readers and makes them think of things they never thought possible. Realistic fiction is great as well because it brings characters to life that while the author might not have experienced something in particular but a friend of theirs has. They can write about it so that others know that they aren’t alone. These are good books for students who have been through a tragedy and feel like no one understands their pain but it is also good for students who have never experienced the pain because they gain some empathy for the character and people they might meet in the future who have been through something similar. Fiction really encompasses everything.

Chapter 7: Picture Books

I remember reading picture books as a kid, and I still do sometimes today. Some of my favorites were written by Beatrix Potter, an early reader’s copy of The Nutcracker, which is illustrated beautifully I might add, and a few others that escape me right now, but are in a box in my garage. I still have some of my old picture books in my bedroom but my mother has kept all of the ones that my brother and I shared as children. When my brother and I have our own kids someday I have no doubt that my mother will pull them out again so they can read like my brother and I did when we were little. With the picture books that I have in random places in my room right now it is fun to go back and re-read them as an adult and they never fail to bring back memories of when I was a child or just reading the notes that my grandparents wrote in them to give to me for Christmas or my birthday throughout the years.

Picture books are great because they expose children who are able or who are unable to different mediums of art and use of color as well as the story itself. By looking into different mediums of art you can tie these books into history lessons or even into art projects having them work with watercolor’s, or paints and for the more advanced students oils and charcoals. Tying them into history of art or artists lessons you can talk about artists who are famous for using specific mediums.

Talking about the art itself within the context of the story is important to do and works a lot better with older children even into Middle and High School. Having the students analyze the color schemes within the pictures and then compare it to the tone of the writing is a great exercise and shows how both color and text can work together to make something beautiful and a piece of art within its own right. You can also have them analyze bad examples of it and say why it doesn’t work and how they would change the color scheme or the art itself. This allows the students to think critically and use their imaginations to come up with some creative solutions.

It would be an interesting activity to do with your kids is read them the story and then have them illustrate it themselves and then re-read the story again but this time show them the pictures so they can compare and contrast their art work with the illustrator. It would also be a fun little activity to have each child writes their own story and then have the teacher collect them and pass them back out and have another child illustrate the book and then share it with the class. This can even be done with older students into middle school.

Picture books are great for both young children and older students. They can be used in a variety of ways and especially work well within cross-curriculum teaching.

Chapter 6: Traditional Literature

Traditional Literature has always captured my eyes especially Fairy Tales which seem to be a staple within the society we live today. Cinderella, The Little Mermaid and Mulan are all fairy tales that have been retold by Disney but also there are variants of the story all around the globe. When I lived overseas for a few years I was privy to a variant of the transformation stories told all over the world. This one was about a young girl named Sirena and because she loved to swim so much and disobey her mother’s wishes she was turned into a mermaid. I loved this story when I lived on Guam because I love the ocean just as much as she did. This story also taught an important lesson to kids that they need to listen to their parents. It might not necessarily apply today because belief in magical powers and curses is small but it still teaches a good lesson like most Traditional Literature novels do.

You can find variants of stories in every culture and while the plot remains almost the same the character change sometimes and so does the underlying message. The messages change from culture to culture depending on their values and mores at the time period in which the story was first told. Taking a look into these variants gives your students an understanding of other cultures and how mores and society has evolved over the centuries and decades as the case might be. This also gives you a common theme amongst separate cultures and gives great grounds for a cultural comparison within the context of literature and you can combined similar stories when you are studying different cultures in a history lesson to not only show the differences within a historical context but you can show similarities and differences within the context of literature.

The style of these stories is amazing. They are written to be spoken and work more effectively if you do it this way. Within these stories you catch a glimpse of common expressions used during the time period. Within these common expressions you have to be careful that they can be understood by the children that you are reading to. With these expressions you can also analyze them and have the kids come up with expressions that are more modern and more common today to supplement the older versions. You can do this with younger students as well as with older students but with varying degrees of complexity within the original story. These stories also have a particular cadence or rhythm to them that catches kid’s attention and they can easily fall into the rhythm with you as well. This cadence also keeps their attention a lot longer than just reading a book.

Some great exercises the make sure that the children understand the books that they just listened to is to create a story map and then turn it into a board game for the classroom with cards and pieces. The kids can then play each other’s games and it becomes a fun lesson. Another great thing to do is have the kids go home and interview their parents or grandparents or family members and have them tell family legends. With these legends you can bind them together and make a book for the classroom of all the family legends collected. Once that is done you can have the parents come and tell the stories to your class and make a theme day of it.

I really loved this chapter because I have always been really drawn to myths, legends and fairy tales. Reading this chapter bolstered my love for them even more and gave me more to think about when teaching stories like these.

Chapter 5: Poetry

I love poetry. It is fun to read and you get so much more out of it than you might expect. I am a huge fan of the older poets like Shakespeare, and some of the early 20th century poets like Emerson, Sassoon, and Poe. There is something very therapeutic about poetry and another reason I love it so much is because I have always had a knack for it. The musicality of poetry is another thing that definitely draws me into it. Songs are poems as well and really well written songs can be read as well as being sung. Analyzing song lyrics was always a fun thing to do especially in middle and high school so that the poems relate more to the students.

Poetry is a great teaching tool and is a great way to teach description and how to teach putting emotions into your writing especially for young writers as well as the more seasoned ones. The extensive use of adjectives makes this a great way to teach the children how to paint a picture with their words, it also helps expand the vocabulary of both elementary and secondary students alike. The more advanced you get you can teach them how to use punctuation in much the same way. Teaching students about poetry is also very therapeutic because instead of writing a paragraph about how they feel they can do it in a more cut down and succinct manner.

I am a fan of free form poetry because it is a lot easier to work with and teach. You don’t have specific guidelines to follow which makes it more freeing for the kids as well. Moving into rhyming it becomes more difficult the higher up you get to rhyme certain words to make your poem work and becomes a more tedious task to take on. Working with more structure provides the higher level thinking as well as doing some rudimentary analysis of the poem like asking how the poem makes the kids feel or what images popped into their heads as they read it, and what they learned from it if there was even a real reason behind why the poem was written.

While poetry is great for its purely aesthetic feel having your students read poetry written on specific subjects such as history can give students a great insight as to how some of the people during the time felt about certain events instead of just reading about them from history books. British War poems give you a great look into how the general public felt about their sons being sent off to war and how sometimes they were inadequately prepared for battle and ended up dying in masses because of this. Some other poets write about issues such as Social Justice and these are great to introduce to older students like those in Middle and High School. By introducing them to poems like these they can get a better feeling for issues in the world and the times that they live in.

Chapter 4: Reader Response

This chapter culminates all of the 3 previous chapters into the reader’s response to a text. This chapter also brings back into the light that not all responses are the same to a text and that each reader will take something different away from the text. There is no one correct response to a book and if children understand that then they will be more inclined to make their assertions known about a text. I have had a few teachers that have read a book one way and their reading of it was right and the things that other people took from the book were wrong. That is not the way to teach a novel because it stifles original thought and creativity. As long as a child or young adult can justify their responses to a novel then their interpretation should be seen as valid and correct in the eyes of the teacher. Taking their hypothetical responses and their preferences into consideration it is up to us as teachers to choose books that will resonate with them as well as expand their reading repertoire.

As teachers we have to encourage their deeper and higher level understanding of books as well as understand what they take away from it and validate it. If we constantly tell them that their interpretation is wrong why would they ever want to read another novel again? They wouldn’t and we want our students to read for fun and for school. By encouraging talking in groups and presenting to the class about the things they found out in novels encourages social interaction but also gives new ideas to other students that they might not have considered and thus broadens their horizons. This broadening of horizons further develops their ability to think critically which, is a function of higher level thinking.

When choosing novels for our classrooms we cannot choose books that are to challenging developmentally for our students but we should also have to have some books that are slightly elevated so that it gives them a challenge. If they rise to the challenge of a harder book they will definitely be prouder of themselves and this will encourage them to read more and tackle harder books as they are able. We do not want to make their reading selections so easy that they do not have to think as they read but we also do not want to make them so hard that they struggle reading the books.

When they have finished a book or story they should be able to have fun presenting their understanding to the class or to the teacher. While group discussions are fantastic some students will not participate fully in them because they are shy. For these students doing something like a journal would be great because then they can write how they felt or saw the book in a very low pressure environment and then the teacher can read it to see where they are in understanding. Another fun thing to do is act out scenes from the book or to re-enact the entire book for class. This allows the teacher to see what kind of miscues the students are receiving from the book so that they can modify their pre-reading vocabulary or pertinent information so that their students better understand the text.

Chapter 3: Understanding What We Read

You can read several books but not have the schema or background to comprehend what you are reading but also you can be reading for tests and be taught how to bypass the comprehension and go straight for the literal answers to the questions you are given. I know this from personal experience. When it came to taking exams like the TAAKs (as it was called) I scored low on the reading comprehension, but not low enough to fail. My mother always asked me why when I read so many books that I had a hard time with the reading comprehension part of the exam, it was mostly because much of the time I had to exert little to no effort in reading the passages and answering the very straight forward questions that did not require my full comprehension of the text. Also sometimes I didn’t have the full understanding as I went into taking a test such as the TAAKs to get the meaning that they wanted me to receive out of it. As teachers we need to give our students relevant and meaningful information before they begin a text, while they are reading it and even afterwards so that during the reading process they have points of reference for certain foreign subjects that they will stumble upon throughout these books. Giving them meaningful information also deepens their understanding of the novel and allows them to form new pathways called schema between things that they did and did not know.

Transactional theory was brought to light in the 1930’s by Louise Rosenblatt. It states that each reader brings his or her own experiences to the books that they read and therefore take something different away from it, and that through an authors choice of words or style can influence the reader in ways that they did not intend. I find this theory to be very true and it also negates the theory that there is only one meaning to a text. You cannot guarantee this because readers do have such a varied background that taking away the same thing among them is almost impossible unless you tell them what you want them to get out of it. Rosenblatt also makes a distinction between 2 different types of reading. These two types are aesthetic and efferent reading. Aesthetic reading is done purely for pleasure while efferent has a purpose behind it such as reading a textbook for a class. According to Rosenblatt most reading is a combination of both efferent and aesthetic reading. Most of the reading that I do for pure fun is more efferent than aesthetic but for me it is a healthy dose of both. This is another lesson that is important in reading. Encouraging kids to read something that actually allows them to get something out of it instead of reading that requires little to no thought about the characters or plot.

One huge problem I find with reading comprehension is because due to standardized testing comprehension is bypassed for passing the test. Because passing a standard test is so much more important than understanding what you are reading right? WRONG. As teachers we have to prepare our students for life after graduation and not teach to the test like so many are guilty of today. We have to give them the tools for comprehension and give them the independence that if they don’t understand something that they have read to go and do some research on it. We have to hold ourselves to higher standards so that our students set a higher standard. This to me is the goal of education is to raise the bar.

Chapter 2: Culturally Responsive Literature

It is astonishing, that living in the United States with so many other cultures in our communities that we know so little about them. Growing up in a military family I had the advantage of moving around quite a lot and having the exposure to many different cultures. When I lived on Guam, an island in the Marshal Island system, I was exposed to Chinese, Japanese, Korean, Australian, Pilipino, Thai and so many other cultures. In school while I was there we took courses to learn Chamorro, the native language, and even learned native dances. It was an amazing experience. When I moved back to the states I was once again exposed to a plethora of other cultures from Mexico, Argentina, Brazil, and other Latin American countries by way of the public school system. Because I had developed a keen curiosity about these different cultures it was not uncommon for me to pick people’s brains about their cultures and I learned a lot. I think that every child should be curious about those people who come from different backgrounds and in learning about them they become better people and better citizens.

Fostering this curiosity about other cultures lowers the stereotypes about them by teaching them about the culture and respect for it. This will create better citizens and better people because they understand the differences in their cultures and do not adhere to the stereotypes that society has put out. Learning about the people that live around you through books also can make a child more likely to want to read because they see these people everywhere they look. Evelyn Francis started teaching multi-cultural books in her classroom and over the span of the school year she found out that her students like reading multicultural books as well as were less likely to consider stereotypes as the norm. They also enjoyed reading about the issues that these cultures faced and were interested in them. I admire what Evelyn did and in this post 9/11 world it is much important now than it ever has been in the past to be aware of cultures.

Teaching multicultural novels in a high school English setting that is done in time periods will be hard but also beneficial. Being able to see how far some of these cultures have come since say the Victorian Era in England will be a real eye opener for the students. They will be able to see the stereotypes that are still in existence today that were created back when these peoples were conquered or enslaved because they looked different. Overall I am a firm believer in teaching multicultural books because we can learn from our treatment of people in the past and change it for the future, as well as learn something new.

Good Teacher

I have to say that my favorite and the best teacher I ever had was my junior and senior high school English teacher. She is actually part of the reason I want to become a teacher in the first place. The content that we covered in that class was daunting to say the least for high school students but she made it fun. By doing different activities and having a more interactive classroom everyone seemed to enjoy the class that most others would find daunting. Her out-going personality and love for what she was teaching also helped us become more immersed in her teaching as well as making references to more modern day characters to make relations and characterizations easier for everyone in class.

The activities and exercises we attacked in class were fun and interesting. We read Shakespeare and then were able to re-write lines and create a more modern version of some scenes and performed them. When we moved into poetic analysis we listened to songs and analyzed the lyrics. Also as presentations on poetic analysis we chose 5 of our favorite songs and analyzed one stanza from each song while playing the verses for the class. This was one of the times that we were able to have fun and guide our own presentations, unlike most other teacher's where we are given what we have to present over and that is the end of it. By giving us some creative freedom in projects and having a more interactive classroom this made a what would have been daunting learning experience a lot more fun and the grades in the class reflected that.

EDRG 3321 Chapter 1: Believing in Living Literature

Teachers always have and always will influence their students more than they might ever be truly able to understand. Going into teaching knowing this we have to be the best teacher we can be and in turn be the best reader we can be. Our beliefs on reading feed our students. If they know we like to read they will follow by example and read more too. It is our job to make reading fun and more interesting to them and make it seem like a game and something enjoyable instead of a task like chores that they are expected to complete. While the job of inspiring kids to read should not fall solely on the school system it often times does. Another thing that can be learned from this chapter is that in being a parent we should also inspire our children to read so that the job does not fall onto the teachers. It is the job of parents to give their children the tools to succeed in school before they enter into the classroom and enjoying reading is one of those ways.

In wanting to teach high school I will have the task of re-teaching some high school students to love to read and that reading is important to their growth and development as a human and a student. Re-teaching these kids to read is going to be tough but a challenge that I am more than willing to accept. Breaking them of the “all books are like text books” mentality should be something that will not be too hard to accomplish. It is getting them to want to pick up a book and read, understand and imagine that is going to be the hard part. I too suffered from this mentality and it was only broken by picking up books that I would actually enjoy or was pleasantly surprised that I enjoyed that the circle was broken. One of the books that reminds me of when this cycle began to break was in 6th grade I read a biography about the man who invented the atomic bomb. It was one of the most interesting books that I had read in a long time and the fact that I got credit for reading it by taking a quiz on it was a huge plus. Non-fiction as well as fiction needs to be re-integrated into the curriculum.

The one thing that I enjoy most about reading is using my imagination. It is like watching a movie in your head and you don’t have a production budget for it so it can be as magical, intense and out-there as you want and you get to bring the characters to life. I am an avid reader and by reading so much it flexes the muscles in my imagination. Imagination is key to reading and in life. If people didn’t have an imagination movies, books, television and many other things would not exist and by reading we can foster that imagination that is an integral part of society.

As an English teacher my goal is to inspire kids and teenagers alike to pick up a book and to start using their imaginations again.