Finally, this next year I will implement a structure for students to track their daily reading (time and pages) and goal setting. This will help them in the process of building (& celebrating) increased stamina, and provide data for conferences.  

Another Essential I found to be compelling was the need for, “support reading nonfiction books and building a knowledge base and academic vocabulary through informational reading.”  Upon reflecting on the titles I chose to read aloud last year, I realize there were hardly any non-fiction texts.  What better place to show enjoyment and excitement for this genre than with the platform of a read aloud?  According to a study by Goodwin and Miller (2012/2013), “ … the average child in the United States spends just four minutes a day reading nonfiction.”  At the same time, another study found that, “...first grade children who were read information texts three times a week for four weeks demonstrated an increased ability to comprehend nonfiction texts in comparison to their peers,” (Kraemer 2012). The evidence is clear, this Essential is a crucial component of students' reading education.

Teaching students to be goal driven- track their reading, intro reading log for every day, in control of their reading stamina, celebrate growth with stamina throughout the whole year, 

Thinking as you read- at the BOY have them focused on thinking as they read. Showing them how to think aloud of what they have just read. From some of the video examples of the teachers, they used hand signals and had anchor charts up to remind students what they should be doing while reading. 

Make them feel like they are BIG kids. Talk about what they covered in 1st grade, but now that their in 2nd grade they get to be more in charge and more independent with their reading. Taking ownership for their reading. How do you want to read this book? What kind of tone are you going to read it with? What pace? 

2. It is important to have a designated time for students to read independently/small group/partner reading. Students need a consistent time to be able to practice their reading skills. Teachers can make sure that students have a time each day to practice their reading skills in many different ways. 

3. One thing that stood out to me is that she encouraged positive feedback. If she needed to test a student or talk to a student about their reading or writing skills, she would give a compliment about something they were doing well. It’s amazing what positive reinforcement/ compliments can do to motivate students. Not only with the compliments motivate students but get them excited about reading and writing.