Chapter 2
**FRUITS**
I thought it was brilliant for her to have the important Book and Literary Histories for two reasons. First of all she gets to see what her students are comfortable with reading and secondly, she eliminates the anxieties that most students have with reading by showing every student that everyone has a book that is important to him or her.
"Many students aren't reading at home, and they aren't understanding what they are reading in school. The material students encounter in secondary school is complicated and not just understood by "reading the words". (14)
When asked how she passed her classes without reading, a student named lisa stated "I sit in the back of the class and wait for the smart kids to answer all of the questions....If none of them talk the teacher gives us the answer"(14)
"Six cueing systems that readers use to understand text. Graphophonic, Lexical, Syntactic, Semantic, Schematic and Pragmatic." (18)
**WEEDS**
I would not say that there were too many weeds in this chapter, but I would say that as someone who wants to become a secondary school teacher I was alarmed yet enlightened when I heard about how many students expected the teachers to feed the information to them.
**BASKET**
I know now how important it is to learn what levels each of my students are on. This will help me to design programs for them that they can maximize their learning from. It would be a fruitless feat for me to try to teach my class about Shakespeare if they are on a second or third grade level.
I must find creative ways to implement the six cuing systems into my reading comprehension sessions!
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