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In chapter 10 we learn about the methods teachers use to scaffold students' reading development. We see the use and benefit of creating and meeting with small groups designed by the teacher so that each group can be affectively guided at a similar pace. Mrs. Ogata uses the shared reading experience for on of her small groups to help progress them further in their reading development. In literacy instruction teachers use a combination of guided reading lessons, basal readers, literature focus units, literature circles, reading workshop, and other approaches to create a literacy program that is balanced and reaches all levels of learners. The balanced approach is when teachers combine two or three programs or supplement one program with additional literacy activities. The important take away to creating your own literacy program is that the main goal is to provide a combination of explicit instruction, guided practice, and authentic application. The reading process is organized into five stages and at each stage the teacher is able to support their students development in reading and scaffold instruction. The five stages are prereading, reading, responding, exploring, and applying. During stage 2, the reading stage, I find read-alouds and the shared reading experience most effective and fun for students to begin their reading journey. I love the responding stage because you get to see how well the students understood the text, what they took away from it, and hear their thoughts on it through oral presentation or physical presentation like drawing a picture with caption. The exploring and applying stage is when the teacher really digs deeper into analyzing a text and incorporating minilessons for students to learn new skills and strategies with the text. When we are in the exploring stage, this is where we focus on new vocabulary words and can incorporate word sorts and implementing your word wall recognition. Comprehension strategies are the most common or best known but readers can use these other strategies throughout the reading process, phonemic awareness strategies, word-identification strategies, and word-learning strategies. Through our developed instruction and thoughtful scaffolding our goal for an instructional program that uses guided reading lessons is to create independent readers who use their strategies to read fluently, monitor their progress, and solve problems as they arise while reading.

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Reading. Reading. Reading.
A foundation that all children grow on as they get older and venture into more rigorous material. This chapter is all about scaffolding and the reading process that students go through. There are 5 stages ranging from Prereading to exploring and applying what they have learned to other topics or ideas such as creating a project. To master reading overtime, teachers need to provide students with reading strategies that can help then better understand what they are reading. I feel that reading is such a large umbrella for other topics and it can take a lot of practice to become a better reader and analyzer of text. Looking through the chapter they give a lot of student examples which one can refer back to when implementing reading strategies, ideas and processes.

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In this chapter, we learned a lot about the reading process, more specifically, the stages of scaffolding. The stages prereading, reading, responding, exploring, and applying are worked through to ensure that students comprehend the books that they read. In order to strengthen students abilities, teachers must also provide reading strategies for their students to learn, which can be done through scaffolding or other methods. This approach is a great way to teach reading and it is something I can see myself using in my future classroom. Specifically, the method where students guide the discussion by asking and answering questions. Student-led discussion is something very interesting to me and it is something I will definitely be including in my classroom.

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Chapter 10 goes over scaffolding students' reading development. The textbook broke this down into 5 stages. The first being pre-reading, which is basically activating their background knowledge and increasing the students interest in the topic. This also includes making a purpose for the reading to motivate students, introduce new vocabulary, and make predictions by doing a picture walk. Stage 2 is when the students actually get the chance to read the material. This is done through independent reading, shared reading, partner reading, or teacher read-alouds. Students also get to apply their reading strategies and skills during this section and examine the different illustrations or charts. The third stage is when students get to respond to what they just read. This can be done with reading logs or grand conversations / discussions. Stage 4 goes more into exploring the text and examining it. This includes rereading the selections, examining the writers work, and focusing on words and sentences. The final stage is used to apply what they've learned. The most used way of applying new information is through projects. It could also be done through reading books that relate to the selection. I really liked how the text broke down these stages two separate ways. The text shows the stages in figure 10-1 with little bullet points for each stage, and then the text itself goes into detail about each stage.

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The main idea of chapter 10 was about how to properly use scaffolding to engage students and improve their learning skills and growth as a student. I learned that there are 5 stages of of the reading process, these include: prereading, reading, responding, exploring and applying. Every one of these stages helps students grow and and build their knowledge. Something from the text that did stick out to me was that teachers often let students guide the class by their questions and discussions and teachers are more facilitators than leaders. I really liked this perspective of a student centered classroom and I feel like the stages of the reading process also play into it as well and allow students to have a bigger grasp on what they are reading and sharing with the class. I hope to use this reading process in my class one day to help run my class in the most efficient way that I can.

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I enjoyed reading Chapter 10 which is about scaffolding students reading development. The reading process is complex, consisting of phonemic awareness, word identification, fluency, vocabulary, and comprehension. Figure 10 on page 263 is helpful for understanding key features of the reading process. Another great table I will be using in my future classroom is the booklist for predictable books. While reading these books, students can become engaged in the text by making predictions and connections. I learned about Rosenblatt’s transactional theory which I remember using when I was in elementary school. The two ways are by using reading logs after reading or participating in discussions. I also learned the difference between cognitive and metacognitive strategies, cognitive is when students are thinking about what they are reading and metacognitive is thinking about if they understand what they are reading. The “My Teaching To-Do Checklist: Strategy Instruction” is going to be helpful to see if the strategies being used are helpful to students.

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Chapter 10 is all about scaffolding students reading development. There are five stages in the reading process stage 1 is pre-reading: background knowledge, purposes, vocabulary words, predictions, and picture walk. Stage 2 is Reading: read independently, with a partner, or shared reading. examine illustrations and apply reading strategies. Stage 3 is responding: Right and draw pictures in logs, and participate in the conversation. Stage 4 is exploring: Reread the text, learn new vocab words, and examine the writer's craft. Stage 5 is applying: Construct projects, read related books, and value the reading experience. In Chapter 10 another element of the text was finding the difference between strategies and skills. Strategies represent the thinking that readers do as they read. Skills, on the other hand, are automatic behaviors that do not require any thought. Something else that I got from reading Chapter 10 is that teaching is a combination of a lot of instructional approaches to provide equitable literacy instruction. Teaching is not about using one single approach, it's about the combination of all or most.

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Chapter 10 is about scaffolding children's reading. It was very interesting to see the five stages that the book discusses in this chapter which are prereading, reading, responding, exploring, and applying. Each of these stages builds on to the next one and are all about comprehension. Another important thing that I took away from this chapter was the importance of building the students' skills like phonics, phonemic awareness, fluency, word identification, and comprehension before reading. I also like the different methods of reading that the book highlighted like independent reading, reading with a partner, or using audio books because every student is different.

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In this week's reading of Tompkins chapter 10, we explored the scaffolding of children's reading experience. One of the most memorable points was the five stages that were introduced that describe a student's ability to throughly read and understand a text. These five stages, or phases, include: pre-reading, reading, responding, exploring, and applying. Among these five, I think the most exciting to see our students experience is the exploring stage because they truly take the experience into their own hands and display what it means to be an active stakeholder in their reading process, just like we discussed during our lecture. This chapter also reminded me that each of my future students will be at different reading level at all times; with that, I must ensure that my reading procedures and instruction are equitable. I also wanted to connect a point from the text that we discussed in our last class, that emphasized the arrangement of reading groups and how it is important to meet with all students throughout the week, but our lowest-level readers the most often. Overall, I am looking forward to taking these tips and literary activity ideas to incorporate into my student teaching classroom in the fall.

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This chapter discusses how teachers use the reading process—prereading, reading, responding, exploring, and applying—to ensure that students comprehend the books they are reading. This step-by-step procedure follows this order to scaffold the readers progressively.  Before readers begin reading, skills including phonemic awareness, phonics, word identification, fluency, comprehension, and vocabulary are necessary. The teacher might use background information when introducing prereading to engage the pupils from a relatable angle. This is a wonderful time to add new vocabulary terms and create a KWL chart to track the students' knowledge, learning, and future learning goals. In stage two, “reading”, children can read aloud to themselves, with a partner, or while listening to audio.To the reader's advantage, different level readers might be grouped together into one type of reading. The student is also looking at the diagrams or charts throughout the story to make connections. In the third stage, “responding”children can summarize what they have read orally or in drawings, or they can fill out the KWL chart with the information. In the fourth stage, "exploring," participants can reflect on questions such as "What does this story remind me of?," review vocabulary terms, and design mini-lessons to improve their abilities. In order to complete the basic literacy lesson, I must apply what I've just learned to a project or practical situation in stage five of the process.

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This week's reading was chapter 10 in our textbook, which is completely centered on scaffolding, and the ways to approach it successfully in the classroom. First it was important to note that the chapter begins by acknowledging the importance of the reading process, as it is extremely important to note each aspect of reading. Reading is one thing, but comprehension, as we have mentioned previously mentioned in the chapters from last week, is what we are aiming for when dealing with reading. This is where that scaffolding comes in.
As it continues on into the chapter, it touches on the 5 stages of comprehension. These stages include pre-reading, reading, responding, exploring and applying. Typically, it is best to do these stages in this particular order because each stage is like a stepping stone into the other. As each stage continues into the next one, it can be noted that other types of components take role in successful comprehension such as phonics and vocabulary, to amplify the understanding of what the children are reading. The book also gives five great examples of approaches to instruction: guided reading, basal reading programs, literature focus units, literature circles, and reading workshops. Personally, My favorite approach that they gave as an example was the literature circles, as they have stuck with me from grade school to now. I feel as though it is a fun way to get students to be excited about learning. Literature circles are a great tool that allows for the students to break down text into many different ways without feeling like they have a boatload of work to do. All in all, I really enjoyed reading this week's chapter.

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The key idea of chapter 10 was how to employ scaffolding to engage students  and advance their growth.Textbooks, journals, and online media access should all be available in this setting. Tompkins advises instructors to act as role models for students by reading aloud, discussing texts, and using effective reading practices. Every student follows a distinct path through school, so it's critical to identify where each one is in their reading development and meet them where they are. To allow children to maximize their reading time, it also entails differentiating your lesson. The work emphasizes how crucial it is for teachers to comprehend the stages of literacy development in order to design effective teaching strategies.The student's reading growth can be facilitated by structuring the instructions using a combination of detailed directions, guided practice, and genuine application tasks.

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In chapter 10, the main point was how to use scaffolding to engage and imporve students development. This development includes all reading types such as books, computer artciles, textbooks, etc.

Something the text mentioned that I thought was important was the different stages of students reading. This includes Prereading, Reading, Responding, Exploring, and Applying. Each step helps students not only read a given text, but comprehend it and then use it in the correct way. It's important students don't just "Read" the text given, but also explore and apply it.

Additionally, these steps and other things mentioned in this chapter can help with students focus and attention. For example, utilising guided reading lessons lets students see how their teacher walks them through, and then use that for a later assignment. I also enjoyed when the chapter talked about grouped reading. I thought this was interesting and something I will use in the future.

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This weeks chapter was very interesting and informative. It discussed scaffolding children's reading development. I found so many details throughout this chapter very helpful, and very interesting. Mrs. Oashi's teaching style when it comes to reading groups was very helpful for a future teacher to learn about. I liked that she had a child from each group randomly pick a crayon to name the group, rather than naming them herself. I learned a lot about the way that Mrs. Oashi organized her reading groups and how she split her time up to work with each group, as well as allow students time to read on her own. I thought it was very cool how she had a basket of foods and spices that came from the rain forest for her students to actually see in person. This makes the lesson more interactive and interesting in my opinion.

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Chapter 10 emphasizes how important it is to provide students with literacy environments. This environment should include textbooks, magazines, and digital media access. Tompkins also suggests that teachers should model reading behaviors, such as reading aloud, discussing texts, and demonstrating how to use reading strategies.

Tompkins also discusses specific strategies for scaffolding students' reading. One key strategy is to provide explicit instruction on reading skills and strategies, such as phonics, decoding, fluency, comprehension, and vocabulary. Tompkins suggests that teachers should model these skills and strategies, provide opportunities for guided practice, and gradually release responsibility to students as they become more proficient.

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Tompkins Chapter 10 was all about Scaffolding Children's Reading, and the development that students will go through to become proficient readers. The five stages include: rereading, reading, responding, exploring, and applying. This is important to me because it reinforces something all preservice teachers have embedded in their brains: not all students will learn the same. Students all have different educational paths, and it is important to recognize where a student is on their reading journey, and meet them where their needs are. In turn, it means to differentiate your instruction, to allows students to make the most of their reading time. It may be necessary for one student to work with peer reading, while another student needs a guided reading lesson, while another may be totally comfortable reading on their own. Figuring out these reading stages of your own students allows your classroom to run efficiently and effectively.

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Chapter 10 in Tompkins focuses on scaffolding children's reading development. The first thing in the chapter to stick out to me were the 5 stages. I found it really helpful to see the stages of reading broken down the way the test had it. The stages are prereading, reading, responding, exploring, and applying. To teach reading it is so vital for a teacher to know what stage her students are in. I also found the chart on page 274/275 very helpful to understand how different programs are applied to different stages. As a preschool teacher I am exposed to almost exclusively prereading students so it was very helpful to me to see what the other stages are like.

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Tomkins Chapter 10 discusses scaffolding children's reading development. It talks about the reading process which includes, prereading, reading, responding, exploring, and applying. This is done to make sure that students are comprehending the books they are reading. It talks about in the chapter that the best way teachers can share books with students is through independent reading, partner reading, guided reading, shared reading, and interactive read-aloud. Having the instructions organized using a combination of explicit instructions, guided practice, and authentic application activities can help scaffold the student's reading development.

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This week's reading within chapter 10 of our Tompkins textbook focused on Scaffolding Children's Reading Development. This method is critical when it comes to strengthening literacy development skills. The reading process can be broken down into five main stages that target the student's comprehension. These stages include Prereading, Reading, Responding, Exploring, and Applyng. Through the utilization of these stages within essential components such as Phonemic Awareness and Phonics, Word Identification, Fluency, Vocabulary, and Comprehension; students will not only gain a better understanding of the text but also learn how to use it for the intended purpose. Overall, I enjoyed the focus on educator and student understanding alike. The text highlights the importance of teachers understanding the literacy development process in order to make instructional approaches that provide effective literacy instruction.

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Chapter 10 is all about scaffolding students reading development. It is essential to use the reading skills developed to transition into comprehension skills in literacy. There are 5 stages into the reading process. The stages are Prereading, Reading, Responding, Exploring, and Applying. The reading skills needed to succeed in the comprehension skills into literacy instruction are phonemic awareness and phonological awareness, word identification, fluency, and comprehension.

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Chapter 10 is all about scaffolding students reading development. It's important to acknowledge that educators commonly use reading to develop comprehension skills in literacy instruction. To address all comprehension needs, the reading process is broken down into 5 stages to individualize understanding the text (purpose), responding to the text, and applying what has been read. Those 5 stages are Pre-reading, reading, responding, exploring, and applying. Essential components of the reading process include phonemic awareness & phonics (ability to manipulate sounds into spoken words & phoneme-grapheme rules), word identification (decoding unfamiliar words and recognizing HF words), fluency (reading automaticity, expression, recognition), vocabulary (meaning of words), and comprehension (reading and text factors). The stage I found most interesting was stage 3, responding. Students respond to what they've read in this stage using reasoning, feeling, and negotiation. Students can explore their thoughts and ideas through reading logs and grand conversations/other discussions. Before reading this text, I saw reading logs as more of a check rather than an outlet to express thinking in ways beyond just writing. I liked the idea of expanding reading logs to learning logs by allowing students to draw charts and diagrams. Then there is an option for auditory learners who prefer to express themselves vocally through community discussions. I like how the text mentions that teachers are more facilitators than leaders. Letting students choose the direction of the conversation allows the conversation to be genuine and authentic to their interests. The great thing about this strategy is that each conversation will be a unique interaction based on what students took from the text, which is refreshing and gives an observable perspective. I loved this text because it outlines how no strategy, step, or process can effectively teach reading skills to their full extent. But, if combined, it can be beneficial to fostering accomplished readers at all stages.

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In Tompkins chapter 10, the organization for Instruction: 5 approaches, is what I will remember most. These 5 approaches I find very useful and they're approaches that I will implement in my classroom one day. The first one, the guided reading lesson, I find helpful because the teacher creates the groups based on the student's level of reading. The students are all around the same level so they can read and comprehend together to get through it. Then 3. Literature Focus Units, is very helpful because it is not just focusing on the book. It is focusing on the reading and a bigger unit lesson that works with the text. The teacher can teach lessons on comprehension, vocabulary and even writing. Using the literature focus units is a way to bring in other Florida standards that might need to be taught. Then my favorite is 4. Literature Circles. This is a way to get students to want to read. It's important that the students pick a book or poem that they are interested in and that they understand. After they independently read their piece of literature, they come together in a group and discuss their readings. This can be exciting for the students because they can interact with their peers and talk about something that they enjoy. It is not something that they feel "forced" to do. So, overall I find these 5 approaches useful and they're great tips on different ways to implement reading within the classroom.