I am really beginning to love this book. As I read the first few paragraphs of chapter 20, I immediately think that all MS teachers need to read this book.
On page 340, two challenges that exist in every grade are listed. First, some students will work on very basic reading skills such as work analysis and comprehending simple texts. Second, all students need instructional support so they can expand their competence across a greater variety of increasingly challenging texts. And the most profound statement is also found on page 340, your goal in guided reading is to strengthen students’ processing power across increasingly challenging texts.
I know all of my colleagues would rejoice if students could understand the content as it is presented in the textbook, but most MS teachers don’t have the background knowledge and understanding of how to mediate a text. As I am reading about how a teacher should show, support, prompt, reinforce, and observe as you are equipping students will the strategies needed to understand their textbooks, I have many ideas for future PD opportunities for teachers willing to learn how to help student better construct meaning as they read their assign texts.
I agree with you about this text, RaeAnn. MS teachers don't have the background knowledge to mediate a text. The first thing I did after reading a couple of pages of Chapter 20 was go back and read all of my highlighted pieces in Chapters 18 and 19. That helps me understand the problem with MS teachers. We must have more training through PD to learn how to help students gain meaning as they read all texts.
On page 349 "Learning words in isolation by writing them or using them in a sentence is inefficient." This reminds me of being in school myself and having to write a word 10 times and then write it in a sentence. That experience did not teach me to read and understand the word in context. More strategies are needed to be employed by the students inorder to develop a full understanding of the word.
As I read this chapter, I was reminded of vocabulary related context that must be used by teachers. The teachers must also expect students to use the vocabulary appropriately in discussion related to their context. Actually, I would love to see all teachers using and expecting students to use full sentences and broader vocabulary at all times.
On page 352 there is a very useful "Prompts to Help Students Problem-Solve While Reading". I plan to use this table with my teachers to help them develop their vocabulary and fluency. I find this entire book very informative and want to use it as a Professional Book Study with all the teachers I hear say, "You mean I am supposed to teach reading?"
I love this book too Rae! When I taught fifth grade it came home with me every night. When I moved to first I would still use it and just adapt. I think it would be an excellent book study for the middle school. It would really be neat if we could do a joint book study with 3-5 teachers and the middle school. On page 349 "Learning words in isolation by writing them or using them in a sentence is inefficient." I really liked this quote Angela. I remember when I was in middle school we had these vocabulary worksbooks and I hated them. It was a fill in the blank book and define the words. It did nothing to help me have a greater knowledge of vocabulary. Then as I got older and read more diverse books then I felt like my vocabulary knowledge improve. You can't teach things like vocabulary in complete isolation.
I am really beginning to love this book. As I read the first few paragraphs of chapter 20, I immediately think that all MS teachers need to read this book.
ReplyDeleteOn page 340, two challenges that exist in every grade are listed. First, some students will work on very basic reading skills such as work analysis and comprehending simple texts. Second, all students need instructional support so they can expand their competence across a greater variety of increasingly challenging texts. And the most profound statement is also found on page 340, your goal in guided reading is to strengthen students’ processing power across increasingly challenging texts.
I know all of my colleagues would rejoice if students could understand the content as it is presented in the textbook, but most MS teachers don’t have the background knowledge and understanding of how to mediate a text. As I am reading about how a teacher should show, support, prompt, reinforce, and observe as you are equipping students will the strategies needed to understand their textbooks, I have many ideas for future PD opportunities for teachers willing to learn how to help student better construct meaning as they read their assign texts.
I agree with you about this text, RaeAnn. MS teachers don't have the background knowledge to mediate a text. The first thing I did after reading a couple of pages of Chapter 20 was go back and read all of my highlighted pieces in Chapters 18 and 19. That helps me understand the problem with MS teachers. We must have more training through PD to learn how to help students gain meaning as they read all texts.
ReplyDeleteOn page 349 "Learning words in isolation by writing them or using them in a sentence is inefficient." This reminds me of being in school myself and having to write a word 10 times and then write it in a sentence. That experience did not teach me to read and understand the word in context. More strategies are needed to be employed by the students inorder to develop a full understanding of the word.
As I read this chapter, I was reminded of vocabulary related context that must be used by teachers. The teachers must also expect students to use the vocabulary appropriately in discussion related to their context. Actually, I would love to see all teachers using and expecting students to use full sentences and broader vocabulary at all times.
On page 352 there is a very useful "Prompts to Help Students Problem-Solve While Reading". I plan to use this table with my teachers to help them develop their vocabulary and fluency. I find this entire book very informative and want to use it as a Professional Book Study with all the teachers I hear say, "You mean I am supposed to teach reading?"
I love this book too Rae! When I taught fifth grade it came home with me every night. When I moved to first I would still use it and just adapt. I think it would be an excellent book study for the middle school. It would really be neat if we could do a joint book study with 3-5 teachers and the middle school.
ReplyDeleteOn page 349 "Learning words in isolation by writing them or using them in a sentence is inefficient." I really liked this quote Angela. I remember when I was in middle school we had these vocabulary worksbooks and I hated them. It was a fill in the blank book and define the words. It did nothing to help me have a greater knowledge of vocabulary. Then as I got older and read more diverse books then I felt like my vocabulary knowledge improve. You can't teach things like vocabulary in complete isolation.