PLEASE introduce yourself under the previous post heading. Then for each of the chapter groupings given on the handout, I will put a new post HEADING with a question or discussion topic. If you have a great idea, just email it to Mary Beth.
WHAT stood out to you as very important ideas as you read these first chapters? Please be selective and limit your response to about 300 words or less(no more than 3 paragraphs). If after you have put your comments and you want to respond to another person.....go right ahead. Double click on the word comments to put your thoughts.
NOTE: Blaming reading problems on elementary teachers doesn't solve the problem.
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The book comments that secondary teachers feel pressured to teach content and they sacrifice reading to do it. I definitely agree that I feel intense pressure to cover content for the two state tests my class is suppose to cover. Such pressure, that I have basically taken reading off the menu. I don't make the kids read anything really. I know I always hated reading from a textbook as a student and I thought I was doing a something good for the students; allowing them to focus on content and not reading.
ReplyDeleteHowever, this book is making me think that I should definitely increase the reading in my government class. Does anyone have any ideas about how to do that? My current text book is about 10 years out of date. We're getting new ones next year, but I want to do something to help students this semester.
I came from a somewhat sheltered environment where I was not vastly exposed to the various levels students are at in their reading. I was always a pretty good reader and assumed that everybody else was to with enough practice. The author makes a good point that just because you read a lot, does not mean you will be a good reader. There are certain skills one needs to develop such as the six cueing systems mentioned. If these are not something that comes naturally, they need to be taught since they can be learned.
ReplyDeleteThe author also demonstrated that even though many students have an extreme aversion to reading (and school in general) that it is still possible to generate some kind of enthusiasm in the classroom. This has been something I struggle with on a daily basis. Especially so since I teach a subject that can be painstakingly systematic, mathematics.
Beth---check out the sidebar where I listed sources of nonfiction texts...hopefully you may see something useful.
ReplyDeleteScott---you have a challenging subject because much of the reading is compact and for short directions/procedures. What about getting students to take on the task of writing a text that will be helpful for different reading levels or audiences? Some could expand explanations for say English Language Learners who need more help. Or do you have some ELL kids who could mark text spots where they are confused or need more examples? Kids are more enthusiastic if they have authentic reasons for reading/writing.
In the first chapter, the author talks about how he first truly learned how to read in the book club setting. What really struck me was how he talked about how no one was ever "right" because there isn't really a right way to interpret the book. Even though their interpretations were different, they could be equally right because they were based on different perspectives. This resonated with me. I teach science, and am a very linear thinker, I always struggled with English because I felt like there should be a right answer...like there is in science or math.
ReplyDeleteRelated to this, was when the author asked his teacher about what he could do differently since he read the book but did not understand. The teacher replied something akin to: read it again, and this time pay attention. To me, it really emphasizes why we as educators need to always be cognizant of the fact that people learn differently.
I can definitely empathize with Beth. As a first year teacher, I feel very rushed about getting through content and comparing myself in terms of what the previous teacher taught. I do feel like I should do a better job of reinforcing literacy strategies. Not to mention, I think it would be a great change of pace activity every week or two.
ReplyDeleteI teach history and while it is hard to get through everything from Columbus to Present day, i've found that it is not that hard to introduce reading during class. I often use primary or secondary sources that focus on a topic that we are discussing that day and begin the class with it. After reading and discussing we move on with covering everything.
ReplyDeleteAs for important ideas in these chapters, I think the most important thing is that a teacher cannot assume that just because kids look like they are reading, that they are actually reading. A lot of students have learned how to fake read and make it believable. We as teachers always need to be checking for understanding as we progress.
FROM DIMA.....
ReplyDeleteI enjoyed one of Tovani’s main themes: one cannoy overlook a student’s lack of comprehension skills due to a delay in curriculum.
If I was rushing a book simply so that my class could finish before Spring break, I would put many of my students at a disadvantage. Struggling through the novel at a normal pace, they would be completely blown away if I placed little to no importance on reading comprehension.
Tovani stresses the importance of teaching strategies vs. teaching content. She supports her argument with a belief that no one is born a good/bad reader. Most importantly, it is never too late to become a good one.
Everyone has stated many excellent points the author has made in the beginning of the book. And because many of you had different takes on which was the "most important" idea....it keeps reinforcing the thought that there is more than one "right" answer or interpretation.
ReplyDeleteAlso don't forget what you can learn to help students (pg.20-21) to become better readers....