In chapter two, Taberski discusses defining goals for teaching children to read. I find myself in amazement after administering quarterly reading assessments to students. I've noticed that at my school, reading scores have soared higher than expected. In my office while I administer tests, I encourage students waiting to be tested to read a book of their choice from my book collection. Yet to my surprise, most students know what book to quickly pick and begin to read. Motivating children to love to read didn't seem to be a concern. But shortly after, listening to several students read and later begin to have difficulty reading became a concern. Chapter two provided many running record samples in student assessment notebooks. After reviewing figure 2-2 through 2-10, I realize that I can definitely set goals for teaching students to read. But I would need to keep in mind the characteristics of my readers at their different stages of reading.
I remember not too long ago preparing for a lesson that took me almost 2 hours to do. When the day came, I taught the lesson and realized that I spent too much time preparing for it. My students had so much fun without all the preparations and the day went better than expected.
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