Thursday, October 23, 2008

Chapter 5 "Why Am I Reading this?"

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5 comments:

  1. lastNovember 5, 2008 at 8:32 AM

    One part on the first page that I liked was how students think that being able to read fast means you are a great reader. They don't think of reading as thinking along with actually reading the words. It is always a good idea to discuss why or what the students want to get out of the text. In different classes we read in different ways. It is a good idea to discuss what our purpose for reading a certain text. If they understand the purpose they will be able to understand the material. I see this working well with word problems. The students need to be able to read the question and determine what information they need to solve it. If students can read more careful they will do better on tests and quizzes.

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  2. Miss SommersNovember 24, 2008 at 11:00 AM

    Reciting and conversation voices can be translated into playing music. For instance, when many student practice they are just playing the notes or playing the entire song without stopping to practice the "hard" parts. In conversation voice, students would be able to stop and work on a difficult passage or when listening to everyone playing ask why the composer choose to orchestrate it that way. It is hard to get students to think in a conversational or vertical way instead of recitive or horizontal way. I am going to try this week to have them start thinking more about the piece rather than just the notes they are playing. Asking why and making sure that everyone's opinion counts are some of my ideas... we shall see :)

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  3. AnonymousNovember 24, 2008 at 12:06 PM

    I agree with Michelle. If students read the question more carefully they will do better on the test. The hard part is getting them to read the entire question and not just a part of it.
    For students I think it is hard for them to determine what is important information. A lot of times they think if the entire text is published, it must all be important. This is something that I would like to do more mini-lessons on since kids do have a hard time with this.

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  4. PBJNovember 26, 2008 at 11:21 AM

    Here are 2 things that I found interesting in this chapter.
    First....Teachers have mastered the content of their curriculum. We can't expect students to master everything -- we've often had years to work at it. Students have just been introduced. I need to remember that in the lab when I expect that students know something.
    Secondly, like Amanda I found the information on reciting and conversation voices interesting. If students have a purpose for something their minds are less likely to wander. I can hear my own voices (no -- I am not a loony!) when you are repeating the same thing all day. Does that happen to anyone when they are teaching? Do you ever ask yourself....Did I tell this hour that information? Hope it isn't just me. :)

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  5. pfaffNovember 30, 2008 at 7:35 PM

    I agree with Beth that mastery of the subject is what we are aiming for, but not what we should expect too soon. Students need direction when reading, especially when reading non-fiction (i.e. textbooks).

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