You have a good sense of the range of things that our students actually "read" in our classes. The more we remember that our students are "reading" all the time, the more we will make comprehension a priority in our teaching. I'm so glad you finally were able to post this. Hopefully it will be much easier from now on. :)
I thought it was interesting and great that you added the non-verbal, cultural, and environment aspects into what Middle School students will be reading in your content area. I agreed with you on this. I think that there is so many pieces to the reading process and that “words” are not the only piece to it. I also had a hard time finding words that did not fit into the “reading is”. I did however keep coming back to the taking tests and getting good grades so I went with those ones. I think it is because there is so much stigma and controversy surrounding them. I had an interesting experience with a boy in the class that I work with this week. He basically slept through the entire first 40 minutes of class and was out for all the instructions that they teacher gave. The teacher said that she has tried keeping him awake, but then everything gets thrown off for the rest of the students. He sits in the front of the classroom almost right in front of the teacher. I was flabbergasted by this and spoke with the teacher about it. She says he does it almost every day. I was surprised by this since he is in the higher reading class, but never turns in his homework. She told me that he is able to pass the state mandated testing for this level, but is not passing the grades in the class, it is an odd situation.
I liked how you included a wide range of what students "read". It's so much more than words. It's always nice to connect the text with the assignments. I think it helps us think about application when we are working with and observing students.
Yipie ki-yeah! Finally got this mother ('s) yodio posted properly. I shall finally sleep well tonight. :)
ReplyDeleteYou have a good sense of the range of things that our students actually "read" in our classes. The more we remember that our students are "reading" all the time, the more we will make comprehension a priority in our teaching.
ReplyDeleteI'm so glad you finally were able to post this. Hopefully it will be much easier from now on. :)
I thought it was interesting and great that you added the non-verbal, cultural, and environment aspects into what Middle School students will be reading in your content area. I agreed with you on this. I think that there is so many pieces to the reading process and that “words” are not the only piece to it. I also had a hard time finding words that did not fit into the “reading is”. I did however keep coming back to the taking tests and getting good grades so I went with those ones. I think it is because there is so much stigma and controversy surrounding them. I had an interesting experience with a boy in the class that I work with this week. He basically slept through the entire first 40 minutes of class and was out for all the instructions that they teacher gave. The teacher said that she has tried keeping him awake, but then everything gets thrown off for the rest of the students. He sits in the front of the classroom almost right in front of the teacher. I was flabbergasted by this and spoke with the teacher about it. She says he does it almost every day. I was surprised by this since he is in the higher reading class, but never turns in his homework. She told me that he is able to pass the state mandated testing for this level, but is not passing the grades in the class, it is an odd situation.
ReplyDeleteI liked how you included a wide range of what students "read". It's so much more than words. It's always nice to connect the text with the assignments. I think it helps us think about application when we are working with and observing students.
ReplyDelete