"Theo admitted that even though he could pronounce almost any word, he might not always know what it means." (Taberski, pg. 17) This was me in elementary school. I hated reading so much that I can only remember one or two books that I actually read. One of those books was the Chocolate Touch. For some reason, reading was like someone forcing me to touch fire. I just didn't want any part of it. During the summertime, My grandma would have my cousins and I have mandatory reading and I always, always, always through a tantrum. There were times I cried on the phone to my mom because grandma was making me read when I didn't want to. What I find strange is that as much as I never read, I could pretty much pronounce and spell most words, but i'm not sure if I would consider myself a fluent reader.

I wonder if my teachers even knew where I stood in reading. Not so much, whether or not I was grade level, but if I were an emergent/early/transitional/fluent reader. Chapter two has shown me some of the things I need to look for in my students reading. In the class that I'm in now, it seems like they are still being classified by grade level. In my opinion, I believe that the students should be in stages instead of being placed into a grade-level because even though it might not be shown to the public that a student is in a low reading grade, it could have some side effects. At least in stages, teachers will know exactly what to do for that student and the student will get to see that they will be able move up.