Chapter 9

A major topic for a teacher to be concerned about when discussing their student's reading capabilities is how they construct meaning in what they read. The chapter gives a list of multiple things an independent reader need to be able to do to construct meaning such as: identify the main character, plot, and ideas, visualize the text,and know the difference between fact and opinion. A strategy the author gives that I really like is the "Somebody Wanted But So". This is a great way to help students keep the plot of a piece of writing in order, especially if it is on the longer side or if there is many similar characters. A good example to use this is The Red Badge of Courage, by Stephen Crane. Because most characters do not have specific names like John or Jim, and are commonly named "the young solider" or "the loud solider" students could get confused quite easily. I feel that this is a great way to keep student actively involved in the reading and also keeping it clear and concise. Retelling is also a great way to start a lesson. As many English teachers know, many students dislike Shakespeare because they have no clue what is going on. I feel that if teachers had student try to retell what they think happened in their own words or actions clarity may come with the help of fellow students and the teacher as a guide.