Chapter 5
**FRUITS**
I love her fix up strategies which include:
*Making connection between themselves and the text
*Making Predictions
*Stopping and thinking about what they already read
*Asking themselves questions and trying to answer them (also mentioned in chap 4)
*Reflecting in writing what they already read
*Visualization
*Using print conventions
*Retelling what they already read
*Noticing patterns in text structure
*Adjusting their reading rates: slower or faster according to levels of comprehension
**WEEDS**
I have to honestly say that Tovani is on a roll here. I mean the purpose of me doing a weeds section is so I can reflect on what I am confused about or to take a second or third look at what I disagree with. So far this is the fifth chapter and I only recall reporting weeds once. Again, I have no weeds for this chapter it's an easy read and it might become my reading comprehension bible when I start working. This is some seriously good stuff!
**BASKET**
The fruits are coming with me and also, I would like to pick up the methods that she uses to decipher unknown words:
1. Looking at the structure of the word try to search for any familiar roots and pre or suffixes.
2. Using the glossary if one is available
3. Reading the words around the unknown word and trying to substitute the strange word for another word that might also make sense
4. Write the word down on the sticky note. The next day in class ask the teacher. I think I'll have to rescind from my statement about the weeds. Since we are living in the information era, the same internet that allows students to watch a Lady Gaga video fifty times in a row, can also allow them to google any word on earth and get the meaning of it. I also suggest that my students invest in a digital dictionary so that they can gain access to meanings of difficult words regardless of where they are. But, she still did a great job compiling this list so I will not actually dump this idea in the weeds batch.
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