I want to focus on fake reading because it is the most problematic of teaching English/language arts. As a highschool student, I was a fake reader when I came to class readings. It was far too easy to google the well known book and found common themes and the endings of books. Reading at a classroom pace and a classroom book was a trouble to me. It was always painfully too slow or too fast of a pace. All of the answers were already found for me.
Students can fake read for many reasons. For example, not understanding the text or not wanting to lookunintelligent. Communication with students is the main way to end fake reading. Talking with students about how they can connect to the readings is crucial. The unique layout and narrator of the book makes it easy for teachers to use the guide within their classroom. Teachers need to know h less to connect with students to get them to become stronger readers.
Identifying where students have the most issues reading or understanding text is a huge step in helping students become better readers. If a teacher is to read a text and go find what their students could have issues with (vocabulary, point of view, ect), teachers will be able to narrow down what is holding students back.
There are so many ideas within the text I plan to use within my own classroom with my own students. Making my students strong readers is a top priority.
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