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•React. Write about what comes to mind (i.e., experiences or memories that were evoked by the reading). •When reading Dr. Beer’s strategies with the anticipation guide, I immediately thought of my high school English courses. With the Scarlet Letter, I remember that Ms. Flowers gave us a similar worksheet like the one in the text. She asked us several questions that were controversial. I had such a hard time deciding because, like the students, I thought that many of the scenarios could be on a case to case basis. Each time that I read strategies exhibited in the chapter, I could relate them back to discussions that I had in my English classrooms. I can remember my 9th grade year; I had a first year teacher. Mr. Lusby used several different approaches with us before he found one that he deemed successful. Prior to reading, he would normally sum up everything for us. He told us what to expect, and he all but told us the ending. He laid out the characters, setting, plot, and entire story line. We were all disengaged with the reading because we were unable to relate or find it interesting. He finally used anticipation guides and creative projects to spark our imagination.•Connect . How does the reading relate to other things you/we have already read? Implications for your own teaching?•With my ECI 309 class, I read articles that provided similar information that would promote engagement from students. With the course, we were able to have a sneak peek into the minds of middle school students. As a 21 year-old, I have forgotten a lot of the trials and tribulations that I faced as a middle school student. Although I have a 12 year-old brother, I still fill disconnected with the adolescent reality that students face on a day to day basis. I am unable to see how teachers dishearten students about reading. The ECI 309 readings allowed me to step back into the emotional rollercoaster that I faced during my adolescence. The readings with ECI 306 have given me the opportunity to relate the emotional and academic aspects together in order to have the full picture into the lives of my future students.

•Reflect on issues that have been raised. •With “undernourished” readers, I do not feel that the quantity is an essential component to being “nourished”. I think that students should have books that are quality pieces of literature that offer sustenance. Even though students can go through books like clockwork, it does not mean that they are gaining anything from the material.•To me, a stimulating book serves is more beneficial than several books that are not challenging or evoke active participation from the reader.•With Chapter 2 of Readicide, I just do not understand how a student can be labeled not a reader. In my mind, you can either read or not read. It is a problem with fundamentals not interest. If the student is not interested in reading, I feel that it should be stated as such.•I enjoyed the examples that Dr. Beer’s used in the text, but I would like to see some examples in other subjects aside from English. I would love to use the anticipation guide for my math students, but I do not know that it would evoke the same response and have similar success. I feel that it may be a waste of time in my mathematics classroom unless I know how to incorporate it in a correct manner.•I understand that students can receive immediate success from the pre-reading exercises, but I do not see how one time can truly make that huge on an impact on a classroom. This may be because I am not a teacher yet, and I have not been able to examine it first-hand. However, as a student, I still wonder of its lifelong successes. •When I think about utilizing these pre-reading strategies in my classroom, and I wonder how long these activities should take. Does the book take into account all of the controversy that various beliefs can evoke? I can just see this concept getting completely out of hand.

•Ask questions. Push where you agree or disagree with the text. *Why do "undernourished" readers need an abundant supply of books?*Why can't one stimulating book serve as nurishment?*What does it truly mean not to be a reader? How can someone be associated with this label?*How can you incorporate an anticipation guide like the one suggested in the reading for mathematical courses?*How can prereading exercises assist students in the future?*How long is a sufficient amount of time to spend on prereading exercises when students become too caught up in the exercise instead of the novel?

Week 5Reading Impressions

•Quote a part of the reading that offered a rich insight. What did you like about the ideas presented? •“Dependent readers often struggle because they don’t predict what the selection might be about, don’t think about what they already know about a topic, and don’t form images as they read. These students simply open a book, look at words, and begin turning pages.”•As soon as I read this text, a light bulb went off. During some of my student teaching, I was able to see first-hand the difficulties that my middle school students were facing with reading. They were unable to use their prior knowledge in order to comprehend the new information easier. I found myself re-teaching the past information so that students could bridge their gap from confusion to comprehension. Most of these students would speed read the words in such a choppy format; they were unable to grasp any of the concepts. By the time they were finished with a paragraph, I noticed they would skip ahead to see how long the section was or if the answers were completed for them. I like that this quotation is relatable to many students and it offers insight into their techniques for getting through information. Since the issue is addressed, as a teacher, I can better assess the situation.



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