In touches on how prekindergarteners create their own

In the first chapter of this reading Pinnell and Fountas talked about how prekindergarten has evolved over time; the prekindergarten now is different than how it used to be. For the most part prekindergarten has stayed the same but through the years teachers have been adding literary elements into their lesson for the prekindergarteners. This section also touches on how prekindergarteners create their own basis for literacy. It also explains that what the teacher is teaching is suitable for their ages. Furthermore, this portion discusses how and the importance of a “child’s learning zone” (Pinnell & Fountas, 2011, p.25). Another component of this part is how a child playing is actually having the child learn. One of my three key points is that knowing a child’s learning point is important for the teacher. My second key point is that children need to be taught what they are able to comprehend. My final point is that children need to play to learn. The second chapter is based on creating a valuable community for the students. Pinnell and Fountas also explain how to create a community and how to encourage it. Additionally, this chapter talks about the advantages of having a community amongst the prekindergarteners. My first point is that it can be hard to try and develop a community but the value of having one is worth the hard work. The second point I have is that kids at this age are very malleable so a variety of their behaviors will be shaped during this time and the students have to be enlightened on those actions. This third fact is about the students’ communal abilities; and the fact that having a little community with help the students build on those abilities. Chapter three of this reading discusses students and how to generate a productive learning environment. Pinnell and Fountas talk about how to engage the student (Pinnell & Fountas, 2011, p.36), and how to create “a program to support constructive learning” (Pinnell & Fountas, 2011, p.36). “Inquiry” (Pinnell & Fountas, 2011, p.37) is also touched on in this section; it explains what it is and how to comprehend this method. The first point is that inquiry and “constructive learning” (Pinnell & Fountas, 2011, p.36) go hand in hand. My second point is that it is not instantaneous, it takes time to come into effect but it is worth it in the end. My final point is “constructive learning” (Pinnell & Fountas, 2011, p.35) lays the foundation down for the rest of the students’ academic career and therefore is very significant. This reading was extremely eye opening for me; I learned quite a bit that I did not know. It also made me think beyond what I thought went into having a successful prekindergarten class. I loved how it is an easy read and to the point; it made it fun to read an easy to grasp onto important information. This reading also clarified what inquiry was for me; I have heard the term in the past but I never truly understood what it meant until I read it in this book. Another thing I really liked about this reading is the examples that it gave and the tools it gives you to use later on. Overall, I actually enjoyed this reading and took away a couple of facts I didn’t know before.