These chapters truly confirmed what a horrible job I did teaching reading and writing. I taught earth and life science. I did not use any of these techniques and as I reflect, I did my students a disservice. I hope you will consider implementing these techniques into your own teaching.
Reading on page 256 about homogeneously grouping student relates directly the discussion we had at Leadership last month - Ruth Morris suggested we include in our SSR/Intervention/Enrichment time, a way to separate readers based on reading level in order to provide more effective opportunities to engage students in their reading. In your class, the techniques presented are pretty easy to incorporate - "Keep Durations Unpredictable" will keep students on the edge of their seats ready to go, just in case. "Keeping the Identity of the Next Reader Unpredictable", "Keeping Durations Short," "Reducing Transaction Costs and Using Bridging to Maintain Continuity" can be easily included and am convinced they can be effective.
Reading Ch. 11 confirmed how little I know about the fundamentals of reading - learning about the importance of decoding and how to effectively correct students was very enlightening. At the Schools to Watch Conference in Sacramento, Dr. Ruby Payne discussed at length the 10,000 word vocabulary gap that exists between students of privilege and students from less advantaged backgrounds. The "academic vocabulary" we've been emphasizing with our English Learners relates directly to this gap - we need to continue to incorporate these techniques in the classroom to close this gap! Which of the six techniques to reinforce strong vocabulary can you encorporate into the subject you teach?
The ultimate aim of reading - comprehension - as described in Ch. 12 provides some great techniques to build comprehension - prereading, contexting, focal points, and front-loading. The "Don't Wait" technique sounds obvious but I know I was sloppy in applying it. Get your questions ready and have them written down to refer to as you read with your class. Include low and high-level thinking questions - "Lower the Level" and "Evidence-Based." How do you summarize the reading? Very important to see if the students "got it!" Make connections - text to text, text to world, and text to self! Especially with our English Learners, we need to help them visualize - "Picturing" and don't forget to include opportunities to "Predict" and "Infer."
I will quote from the Conclusion -
"Approaching teaching is an art - meaning by that phrase that it is difficult and requires finesse and discretion in the application, craftmanship, and careful and attentive development of technique to master it - is the path to success." "The tools here are a means to results, not an end in themselves."
When we looked at the Galileo data, the math department discussed at length how many students struggle with word problems. A student's lack of reading ability affects EVERY SUBJECT - please consider using these techniques!
Thanks for blogging!!!! Please have the book read and blogs in by the end of summer!! Muchas Gracias!!
