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A connection I had was with the quote " As teachers, we should have equity in the classroom and make them feel equal and members of the classroom".  I felt like sometimes it's common for teachers to overlook shy students or quiet students in the classroom. They are more focused on the students with who they have daily interactions with or whom they are constantly raising their hands. It's important to keep it balanced and reach out to all students.

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My question from the article is:
What if a teacher has no choice to do small group work because the curriculum that is in place set by the district/school? What does the teacher do then?( For example, a reading all the studnts have to do but it is not on all the students reading level.)

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I remember when I was a student in elementary school, we would have to do like one on one time with our teachers in the hallway that would be considered informal tests. They would ask us questions, have us read things, etc. I don't think they ever asked us personal questions about how we felt about reading and I feel like that would have helped struggling readers to open up to their teachers.
A question I have is, if a student becomes a protagonist in their personal narrative in the subject of reading, will that confidence switch over to other subjects as well?

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The question I had was on equitable instruction. It's important to make sure struggling readers aren't being left behind and so in some areas we are able to change things so every student is able to learn. For example, for a reading reflection students get to pick which book they read. But when it comes to things like STAAR prep or following lab materials how to we make sure those students aren't left behind?

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Why should students write in their journals after they have had a reading conference?

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How do you keep students at different reading levels engaged without having students think it’s too easy or too hard?

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What to do when a student is absent most of the year, what can the teacher do to help the student?

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How can teachers self-reflect and think about the stories they create for children to ensure that students are encouraged and assisted as necessary when they encounter activities that are challenging or new to them?

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What does developing an agency entirely mean?

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One question that I had after the reading was wondering what other ways besides the ones mentioned can I encourage students to explore reading and promote agency.

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I connected with the text because I see how negative narratives affected my boyfriend. Growing up, he was good at sports and his mom wouldn't "force" him to go to school because it "wasn't his thing." Now, as an adult in college, he struggles to self-motivate and believe he was meant to be in college.

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“It is common practice for teachers to assess their students’ reading level at the start of each school year. We have found it equally valuable to assess where students are emotionally (Lyons, 2003).”

I really enjoyed reading this part of the article because I wish this could’ve/would’ve been done when I was in school learning how to read. During elementary, I loved reading and had a great relationship with reading. My parents read to me every night before bed, my grandma read me books every time I was with her, and she always had a book in her hand reading for herself when she had time. I think during middle school I started having a little trouble with comprehension, more specifically troubles with reading literary texts for school. This obviously turned me off from reading because I was having trouble understanding. I feel like if some of my teachers would’ve asked me questions like,” Do you think that you are a good reader? Why or why not?”, “What do you do when you come to a word that you do not understand?”, and” What types of books are your favorite?” my love of reading may have remained intact.

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Is there a way to add more to turn and talk? Would teachers have to model what a turn and talk might look like? Maybe adding additional strategies such as movement (kinesthetic).

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One of the questions I had was: What happens if we can’t get a student where they need to be academically or if we can’t change their narrative towards school?

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A connection that I had was that, I remember I would sit with the teacher and other students at a back table and we will go over certain things or get ahead of an assignment. Back then I didn't really realize what that was for but it was because I needed the extra help since I was a struggling student.