It is funny how many inferences we do when reading, but when asked to explain how to make inferences it is hard to explain what we did. It is important as a teacher to learn how to explain "how to." The two scenarios of the English classrooms were interesting. The conversation in the honors class, Beers was able to keep the conversation going and students were a lot more vocal than in the other class. In the other class, the students were not willing to participate; therefore, the conversation ended quickly.
Figure 5.4 reminded me of the video we watched with the teacher who had the students ask questions about the text. I feel this would be a good exercise to do with dependent readers because it would allow them to look at a piece of work differently. Instead of just reading it, they would analyze it and connect things together that they understand or don't understand. Many dependent readers get frustrated because they "don't understand" what the text is saying, but when you point out that they can reference something, it will show them they are making progress.
Monday, September 27, 2010
Tuesday, September 14, 2010
Chapter 6
Anticipation Guides
I believe that it is important to get every student, whether they are independent or dependent readers, into the text that you want them to read. I think the Anticipation Guides are a good idea to get students thinking about what they are going to read. The example Beers gives of Mr. Davidson's classroom using these guides is what any student would say if something is too hard; however, isn't that the whole point of learning? By challenging your own thoughts it helps you open your mind to new, if everything was easy then we would all be geniuses.
KWL
When I was in high school we used the KWL chart in almost all my classes. I think they are important way of realizing what you already know and you may be surprised what information you have tucked away. Also, what you want to know, by finding something that may interest you will help you become engaged in the text. And finally what you learned, which proves that you can learn something from anything. I think it would be important to have student do this individually because just as the example showed, the teacher was the one generating the questions, which didn't help the students.
Tea Party
I find this to be another helpful strategy to not only get students involved with thinking about the text, but to define such things as, setting, character relations, plot, comparing and contrasting, sequence, etc. When students make their own predictions about what is going to happen, hopefully it will excite them to see if they are right and think more clearly about the text.
I believe that it is important to get every student, whether they are independent or dependent readers, into the text that you want them to read. I think the Anticipation Guides are a good idea to get students thinking about what they are going to read. The example Beers gives of Mr. Davidson's classroom using these guides is what any student would say if something is too hard; however, isn't that the whole point of learning? By challenging your own thoughts it helps you open your mind to new, if everything was easy then we would all be geniuses.
KWL
When I was in high school we used the KWL chart in almost all my classes. I think they are important way of realizing what you already know and you may be surprised what information you have tucked away. Also, what you want to know, by finding something that may interest you will help you become engaged in the text. And finally what you learned, which proves that you can learn something from anything. I think it would be important to have student do this individually because just as the example showed, the teacher was the one generating the questions, which didn't help the students.
Tea Party
I find this to be another helpful strategy to not only get students involved with thinking about the text, but to define such things as, setting, character relations, plot, comparing and contrasting, sequence, etc. When students make their own predictions about what is going to happen, hopefully it will excite them to see if they are right and think more clearly about the text.
Chapter 4
After just reading the first section I learned something very valuable, that as a teacher we should assume that if we explain what something means, student will automatically know how to comprehend other texts. It is important to understand this to help dependent readers. The list of strategies Beers provides may seem pretty easy for those independent readers, but for students who struggle with reading, we need to make sure we "teach" them what exactly they mean.
How to Teach Strategies
I liked Beer's analogy that we can't just tell students "just do it" if that were the case then we wouldn't need all this schooling to become teachers. It is important to show students how to do these reading strategies. Even in college, I still like my professors to tell me exactly how they want something done. It is easier for me to comprehend and it prevents and misconceptions I may have about an assignment.
Direct and Scripted Instructions
I do not believe in a teacher doing solely a scripted instruction, unless he/she is reading instructions for a test. I believe anyone can read a lesson plan that has already been scripted for them. As a teacher, we have to come up with ways to keep our students engaged and our classroom an enjoyable learning atmosphere. I think to have a scripted instruction is ok to look off of to make sure you are doing what you are supposed to, but it would be boring; almost like you were a robot.
"Telling isn't showing." -Beers
How to Teach Strategies
I liked Beer's analogy that we can't just tell students "just do it" if that were the case then we wouldn't need all this schooling to become teachers. It is important to show students how to do these reading strategies. Even in college, I still like my professors to tell me exactly how they want something done. It is easier for me to comprehend and it prevents and misconceptions I may have about an assignment.
Direct and Scripted Instructions
I do not believe in a teacher doing solely a scripted instruction, unless he/she is reading instructions for a test. I believe anyone can read a lesson plan that has already been scripted for them. As a teacher, we have to come up with ways to keep our students engaged and our classroom an enjoyable learning atmosphere. I think to have a scripted instruction is ok to look off of to make sure you are doing what you are supposed to, but it would be boring; almost like you were a robot.
"Telling isn't showing." -Beers
Chapter 3
Defining "This Kid Can't Read"
By saying a kid can't read is pretty broad, I have now realized that if a student struggles with reading it can be the cause of many factors. And by defining the specific factor it will help in improving their reading. There is a large list of what it means when a student says they cannot read. I liked how Beers put the chart of if a student . . . then . . ., it helps me understand more clearly what could be the problem with that particular student. It was easy them to compare dependent readers to skilled readers, and how they interpret text.
Step Inside the Classroom
I liked how Beers put examples of students and how they struggle in the classroom with reading. As a teacher, we are going to come across students like Mike, who sits in the back trying to be visible and has a problem with word recognition. In addition, we may have a student like Sharamee who has a problem with retention. As Beers stated, it is important to move beyond the "these kids can't read" to addressing the specific problem and working on their strengths.
"It's not enough knowing what good readers can do or struggling reader can't do. We must also know what we believe about teaching, about learning, and about our role as both." -Beers
By saying a kid can't read is pretty broad, I have now realized that if a student struggles with reading it can be the cause of many factors. And by defining the specific factor it will help in improving their reading. There is a large list of what it means when a student says they cannot read. I liked how Beers put the chart of if a student . . . then . . ., it helps me understand more clearly what could be the problem with that particular student. It was easy them to compare dependent readers to skilled readers, and how they interpret text.
Step Inside the Classroom
I liked how Beers put examples of students and how they struggle in the classroom with reading. As a teacher, we are going to come across students like Mike, who sits in the back trying to be visible and has a problem with word recognition. In addition, we may have a student like Sharamee who has a problem with retention. As Beers stated, it is important to move beyond the "these kids can't read" to addressing the specific problem and working on their strengths.
"It's not enough knowing what good readers can do or struggling reader can't do. We must also know what we believe about teaching, about learning, and about our role as both." -Beers
Sunday, September 12, 2010
Chapter 2
I find after reading the background of Chapter 1 and Chapter 2, I feel this book is dedicated to all the George's out there. I believe the author wants to help teachers realize kids are not born with knowledge, and while it may be frustrating as a teacher, we need to listen closely to what they are asking. The statement of "anyone can struggle given the right text," is 100% true. Even though I am a INLA major, there have been texts that I have had to read for a class that I struggle through, and some I could recall at any time.
Independent vs. Dependent Readers:
It was interesting to see the difference between a independent and dependent reader and how both readers interpret reading. It is sad to realize that there are so many dependent readers who struggle every day with reading. I find it more easier to understand what she is saying when she puts experiences of students, including Haley and trying to correctly add the suffix -ing.
"Making mistakes is part of the learning process." - Beers
Independent vs. Dependent Readers:
It was interesting to see the difference between a independent and dependent reader and how both readers interpret reading. It is sad to realize that there are so many dependent readers who struggle every day with reading. I find it more easier to understand what she is saying when she puts experiences of students, including Haley and trying to correctly add the suffix -ing.
"Making mistakes is part of the learning process." - Beers
Subscribe to:
Comments (Atom)