On Solid Ground C/1- Kendrah reflection

As I started reading chapter 1, I tried my best to make sense of what I was reading. Greg has taught us to use the 3 cueing systems: graphonic, syntactic, and semantic. Therefore, before I started reading chapter 1, I first found meaning by reading the introduction, foreword, and acknowledgments. I realized that I had a brief background about what I would be reading. In chapter 1, I came across the heading "the child's role in learning to read". It mentioned that it involves a complex set of attitudes, understandings, and behaviors and that children should use all available sources to make reading a meaningful activity and teachers should be supporters of them. As I continued on, I came across the "role in teaching children to read". In Chelsea's reflection she mentioned that she came across something in chapter 1 that really got her thinking about teahcing reading properly. It said, "As teachers, our time with children are limited", which is very true and it is our job to teach and help a child be successful in reading. This is why this book has been written. I wanted to know myself what I could as a teacher to help a student be the best that he or she can be at reading. One strategy mentioned of the recommended teaching strategies is to provide opportunities for practice. Instead of a teacher telling his or her students to sit down and read independently, it is important for the teacher to help students recognize books that are "just right" for them to read but also helps them practice with their meaning and language structure. The 3 cueing system is emphasized much throughout the chapter. This chapter was very beneficial.