Write to learn reflection

My lesson was about vocab connections and creative writing. The lesson was masterminded in the presence of a group of 7^th grade boys. I challenged them to see how many vocab words they could use in a silly story. I granted them 20 minutes and the rest is history.

My problem was trying to take a full scale lesson and manipulate it down to a five minute write to learn presentation that would rival an exit slip presentation. Truth be told, I can barely introduce myself and say hello in less than 5 minutes. Downgrading this lesson was probably not the best option. It was not one that could be modeled successfully yet I hoped that if I explained the process well and defined the “You are a class of 7^th graders…..your next assignment is…” concept that everyone could grasp the basis of the writing connection. I am happy with the way it turned out. I think next time, however, I will try to dial in on something with less time constraints that can be presented, modeled, and evaluated in the assigned time frame.

FOCUS on the Essentials of Reading Instruction

Reading Response to supplemental pdf file: FOCUS on the Essentials of Reading Instruction.

 It was truly refreshing to read an article about reading texts aloud in a class setting. The grade of “F” awarded to the ineffective practice known as round robin or popcorn reading.  I am amazed at how, even today, this process is used quite extensively in middle schools. Or, at least, in the middle schools that I have been working in recently.

 Reading and comprehension need to go hand in hand. Assigning time for in class “silent” reading is a tricky format to adhere to as some students may use the time poorly. If offered time early in a class with the direction of Q&A after, there may be a higher success rate. However, there are some students that cannot read as quickly as others as well as those that have trouble with comprehension. 

I like the concept presented that it may be a sound idea to formulate questions prior to reading so students are actively engaged in generating good answers as they read the text.  Discussion will help assess comprehension and hopefully promote stronger reading skills.

Studying Text (Chapter 10)

Reading response for Content Area Reading, Chapter 10 StudyingText

 Studying Text was a thought provoking chapter. Earlier in the course of this class we discussed the topic that from K – 3, students learn to read. From 4 -12, students read to learn. This transition is not always clearly defined nor is it fairly presented to the students and their families. As students develop their habits (hopefully, good ones) they must apply “studying” to the list. As teachers often do; assignments to:  “study for the upcoming test”, are easily handed out. However, there is a special skill to knowing how to read to learn or study text. Chapter 10 has broken that process down with unique strategies that will allow most students the tools they need to breakdown text in such a way that will help them retain the essential information.

 The authors of most textbooks have researched and collated piles of information. Some is more important than others. When time is limited, as well as attention spans, it is vital to have a process that will allow students to read, record, and retain as much of the information as possible. In order to achieve this goal, it is important to work smart and stay focused.

 I can appreciate the base process of visually scanning the unit. This allows students to make some simple observations of how the unit is broken down and how it may be categorized for study. Text structure can be listed with comparison to the table of contents. Breaking the unit into smaller, more readable pieces would result in more control and more retention.

 As stated early in the chapter, “Studying text is hard work.” Yet often times a textbook is the main source of information in a given classroom. Studying that text and having summary writing skills can help concentrate the key ideas for review. Add that to a set of well taken lecture notes and students can create a solid resource guide for study and review.

 Personally, I am not a big fan of the graphic organizers and Venn diagrams. While they do display a certain amount of organization of information, they also tend to get complicated and spread out with bits and pieces of information that may not be as helpful as originally thought. The standardized cause and effect or problem and solution versions maybe more effective but only if used correctly for the curriculum/text in question.

 I feel that the T-note process and the Cornell Notes system maybe the best option. This opinion is based on my personal use of these frameworks as well as the clear description within chapter 10.

 I believe it is important that we, as teachers, take some time each semester to touch base with our students and offer these tools directly. As I stated earlier, 4 – 12 are reading to learn. We must take the time to help them know how to do this successfully. Chapter 10 has compiled an extensive list that can be immediately applied to a classroom setting.