Thursday, October 23, 2008

Chapter 1 Introduction: "I'm the Stupid Lady from Denver..."

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7 comments:

  1. PBJNovember 3, 2008 at 6:27 AM

    Okay everyone....I read about half the book over the weekend! As I was reading this first chapter I think my "age" was showing. When I went off to college I bought my first highlighter. I knew that in college I would be accountable for more reading than I had been in high school. Now students are taught so many different strategies -- I wonder how I ever made it through. Because I was a good reader, I came up with comprehension strategies on my own. Still -- I know that my grade in Micro Economics could have been a whole lot better. As Tovani says, "Meaning arrives because we are purposefully engaged in thinking while we read." (p.9) All the highlighting and sticky notes in the world won't help, unless we are engaged in the reading. I wasn't too engaged in my economics -- and it showed.

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  2. lastNovember 3, 2008 at 10:47 AM

    I totally agree with the first chapter. If I am not interested in something I realize I will read it but will not comprehend what I am reading. I will have to constantly go back and reread. The students need to learn how to use strategies that will help them in every class as well as in life. The quote on page 9 said it all.

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  3. pfaffNovember 4, 2008 at 7:58 AM

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  4. pfaffNovember 4, 2008 at 9:07 AM

    On page 5, Tovani identifies 7 thinking strategies used by proficient readers and writers. They are all time consuming activities, and I know that I don't take class time to use these techniques. Research indicates that U.S. students are rushed through a boatload of standards every year, but are we rushing our kids too much? I'm going to try to show these techniques to my students.

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  5. AnonymousNovember 6, 2008 at 10:03 AM

    I also think the quote on page 9 was great! I think kids are eager to do things other than what we do everyday. If we allow them to use a highlighter and sticky notes they seem to get more involved. The challenge is getting them involved in the reading and not just using the fun tools.

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  6. CottrellNovember 7, 2008 at 11:22 AM

    I also noticed the quote that Beth referenced on page 9... engagement is the key. I can't tell you how many times in high school or college I read something - even an entire chapter- and had no idea of what I had read. I reread a lot in those days because I didn't always have a reason for reading besides completing an assignemnt. So, as much as we can give kids an authentic example and connect it with their lives, the more reading engagement we will have!
    Also, right above that paragraph, when it said, "teaching reading strategies for the sake of teaching reading strategies isn't the goal... it is to help them become more thoughtful about their reading." So true. I can think of times I taught strategies and expected each student to show me they can use every strategy. Looking back, I realize now that using every strategy (in a non-authentic way) was not the goal. What matters is that they understand what they read in a deep and thoughtful way. Strategic readers do that automatically.

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  7. Miss SommersNovember 10, 2008 at 4:50 PM

    I really liked the strategy box on page 6. I think I have done almost all of those things when I personally have been reading something except the slow down or speed up example. I agree with Michelle that if I don't think I will use something or I'm not interested in the subject, my mind tends to wander and when I stop to think about what I just read- I have no idea. I have a feeling that many of our students feel the same way... some how we have to get them more involved in the text they are reading to have them want to make sure they understand.

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