Section 4

When most of us think about students responding to reading we think of book reports. Book reports, the thing we dreaded as students and the things students often look at as a waste of their time. The fourth and final section details the many ways that teachers can have students do in response to their reading. These suggestions sound much more meaningful and interesting than your common book report. There are a great variety of them so that students do not become bored with one way of responding.  This quote sums up the idea that offering children choices for responding to their reading is a better choice that requiring them to follow strict guidelines and book report formats.
"Responses need to be driven by the reader's  passion and not by a prescribed list of questions that becomes a blueprint for all responses."

There were some suggested response assignments that I especially liked.  Every response should be shared with a class ate, group, or whole class.
-pulling out a specific event or idea in the book and writing about it
-bringing artwork in by having the students draw pictures or cartoon strips that relate to their reading
-making an advertisement
-students recording themselves summarizing the story
-writing  a short sequel to the reading
-acting out a section of the book for the class

Teachers should always monitor student's responses to readings to make sure they are doing them meaningfully. Giving students choice to do whichever type of response fits their reading bests is a great thing, but they need to have close monitoring so that they do not get too relaxed set on one type of responding. 

Good Choice! is a great resource that I have enjoyed reading. It offers suggestions and ideas for the reading classroom that are very realistic and applicable to the classroom. Everything is practical. While offering these suggestions it does something that I like more than anything. It keeps the focus on the students. It continually reminds it's readers that everything in their reading classrooms has to be influenced by their students. What works with one group of students may not work with another. This makes it a great resource because it acknowledges that it's ideas are suggestions that can be tweaked to best fit student needs. I am going to hold onto it so that I can revisit it when I get into the reading classroom in the future.