Good Choice Part 1

          Good Choice was a Good Choice

The author of Good Choice, Tony Stead, engages readers in a very straightforward and yet descriptive way. In examination of part 1, Stead places his focus on self-selected reading, the creation of an effective borrowing system, home reading, literacy stations, and how to creatively implement literacy in other content areas. Stead provides examples that worked within his own classroom and some that did not, zeroing in on the reality that all teachers have failed ideas from time to time. The great thing about these failures is you learn and become more knowledgeable and capable then before.

Stead strongly promotes a well-thought out borrowing system. Time loss and chaos will likely ensue if your system is not accompanies by strong organization and monitoring. A fantastic recommendation the author recommends is for teachers to keep reading logs. This shows interests and care for students reading choices, but also allows teachers to make suggestions and learn about student interests. In essence, something as simple as keeping reading logs can help create a community of learners by allowing teachers to truly invest in their students.

One of the most important points Stead brings up , in my opinion, is the need for students to read at home. Though many worry parents have negative influence on their children's reading, Stead assures us there are activities to do and discussions to be had that serve as inspiration. I think this must be a top priority for teachers, especially in the lower grades. Sending a brochure to parents of simple ways to help can be a game changer. Many parents will not go out of their way to look online, but if they are handed a brochure at least a few are bound to read and follow it.

Literacy Stations, Literacy Stations, and Centers! These are a most effective way to allow for enjoyable learning while the teacher engages in guided reading. Though centers have become popular in the classroom in recent years, Stead cautions teachers to carefully model these stations lest they become a hang out.

Along with providing 9 centers, Stead also provides considerations for success. Basically, he points out how to avoid potential failures. This is fabulous! Also, he provides examples in the Appendixes--giving teachers a solid resource to lean on.

Last, the author addresses a need to incorporate literacy within social studies and science. The two often-forgotten content areas can be linked to literacy in various ways. From setting up a research station to allowing students the opportunity to glance through non-text books and magazines help create a love for these subjects while incorporating literacy.

Overall, author Tony Stead passionately wants to instruct teachers on effective ways of giving students large doses of reading. His thinking is creative and his experience is obvious. The 4 main take aways are these:
                                    1. Het to know students
                                    2. Infuse a love of reading in students.
                                    3. Look for creative and painless ways to use reading.
                                    4. Remember literacy can be attached to any content area!