"Thinking back, I realize that that was how I tried to connect student to reading: book by book. We'd try one, and if that didn’t work, we’d try another.” (Page 282)
I love how this section goes over exactly what we went over in class. We need to find that “homerun book”. If we strike out with a book, we need to throw them another book and try again.
The suggestions about fiction and non-fiction were very helpful. Since I enjoy reading I never thought about the length of chapters, illustrations, or white space in the book. These helped me look at books more carefully and look at them from a middle school student’s perspective, rather than an adult.
Tuesday, January 27, 2009
Thursday, January 22, 2009
Connecting Students to Culturally Relevant Texts
“The books Francisco chose are ones that he connects with, books that draw on his background and culture. Though this extensive reading, Francisco developed the academic English proficiency he needed”
It is so important to find culturally diverse books for our students to read. They might be interested in a book that takes place 50 years ago with a older protagonist, but give the student a modern book that they can relate to and they will enjoy reading it.
“When teachers use culturally relevant books, students understand the books more fully, and, as a result, become more engaged in their reading.”
Teachers need to provide books that are culturally relevant to African Americans, Latinos, Asians, and also Caucasians students. I believe it is also important to provide books that take place in their own state. I remember reading a short story about a boy who lived in Texas. I could relate to that story. It made references to the state flag, armadillos, and tumbleweeds. I understood the story better because I had those same things where I live.
It is so important to find culturally diverse books for our students to read. They might be interested in a book that takes place 50 years ago with a older protagonist, but give the student a modern book that they can relate to and they will enjoy reading it.
“When teachers use culturally relevant books, students understand the books more fully, and, as a result, become more engaged in their reading.”
Teachers need to provide books that are culturally relevant to African Americans, Latinos, Asians, and also Caucasians students. I believe it is also important to provide books that take place in their own state. I remember reading a short story about a boy who lived in Texas. I could relate to that story. It made references to the state flag, armadillos, and tumbleweeds. I understood the story better because I had those same things where I live.
Monday, January 19, 2009
When Kids Can't Read - Chapter One
“Maybe that teacher already understood what I now understand – that when kids give up and drop out, they perpetuate the vicious cycle in which their offspring grown up in an alliterate environment and become the next generation of struggling readers whose teachers might chant: “These kids can’t read.” (Page 7)
This chapter helped remind me that the first year of teaching will be nothing that I expect. It won’t be candy coated and sprinkled with glitter, it will be hard. We never know what to expect. I really enjoyed the first chapter. It was nice to read about her experience with George during her first year of teaching. The passage above really stood out for me. It is our job to make sure we are the teacher that corrects a student’s reading problems and we shouldn’t leave it up to somebody else. We are all reading teachers regardless of our subject area.
This chapter helped remind me that the first year of teaching will be nothing that I expect. It won’t be candy coated and sprinkled with glitter, it will be hard. We never know what to expect. I really enjoyed the first chapter. It was nice to read about her experience with George during her first year of teaching. The passage above really stood out for me. It is our job to make sure we are the teacher that corrects a student’s reading problems and we shouldn’t leave it up to somebody else. We are all reading teachers regardless of our subject area.
Tuesday, January 13, 2009
Literature Circles
"In literature circles, small groups of students gather together to discuss a piece of literature in depth. The discussion is guided by students' response to what they have read. You may hear talk about events and characters in the book, the author's craft, or personal experiences related to the story. Literature circles provide a way for students to engage in critical thinking and reflection as they read, discuss, and respond to books."
Literature Circles Resource Center
http://www.litcircles.org/Overview/overview.html
This section of the website really helped me better understand what a literature circle is. I had never heard of a literature circle before this class. Now that I am familiar with them, I think they are a very powerful tool. Literature Circles are reader response centered. The students are giving their own opinions over the material to their own group, not to the entire class. I think having the students choose what they want to read out of a list of books make it more interesting for them. They are not being forced to read something they don’t want to. They will be more willing to participate and be engaged in the discussion if they are interested in the material.
I wish we had done something like this when I was in school. My teachers would assign reading material and we would discuss it as an entire class. That intimidated me and most my classmates, so only a few students would participate. Had the discussion been broken down into groups, I would have been more likely to give my response to the material.
Literature Circles Resource Center
http://www.litcircles.org/Overview/overview.html
This section of the website really helped me better understand what a literature circle is. I had never heard of a literature circle before this class. Now that I am familiar with them, I think they are a very powerful tool. Literature Circles are reader response centered. The students are giving their own opinions over the material to their own group, not to the entire class. I think having the students choose what they want to read out of a list of books make it more interesting for them. They are not being forced to read something they don’t want to. They will be more willing to participate and be engaged in the discussion if they are interested in the material.
I wish we had done something like this when I was in school. My teachers would assign reading material and we would discuss it as an entire class. That intimidated me and most my classmates, so only a few students would participate. Had the discussion been broken down into groups, I would have been more likely to give my response to the material.
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