Chapter 7: Reading Comprehension
*Things I Do Right
I really enjoyed this chapter because it specifically refers to inclusion classrooms and reading comprehension modifications and strategies to use in them. I teach a lot of Inclusion English, so this chapter was especially useful to me. There are a few things I read in this chapter that I think I already implement well. For example, I do give direct instruction fairly often when dealing with particularly difficult pieces of literature. I use a lot of structured lecture and also "explicit instruction," which is what I see in my "board notes." These are really a graphic organizer and picture representation of the text that follows the entire storyline and backdrop simultaneously. I find that the more involved I am with the text, the more the students are involved. We also work on vocabulary and literary elements in a text before we encounter the actual text, as well, which can be an important step for my LD students. It helps them build a foundation. Before reading this chapter, I didn't really realize that my diagrams, charts, organizers, review games, highlight and sticky note process, guided questions, etc. had actual terms representing them, like "Text Enhancement Strategies," and "Questioning Strategies, " but if I am involved in all of these instructional strategies, then I suppose I am doing something right! :) I do a lot of cooperative learning, and I was excited to see that the Jigsaw method was tooted as a positive learning strategy because I use it often to keep my ADD and ADHD students engaged.
*Oops
There are a few areas in which I believe I could use some work. I don't think I am great at modeling because it often takes so much time in a literature and writing class to model every little piece. I have gotten into the habit of writing when my students do; if they are writing a memoir, then I write a memoir, and when they share theirs by volunteering at the end, I share mine as well. This has helped build classroom community, however, sometimes, students feel the need to compare their own work to mine or another student's. This is counter productive. I definitely need work on getting my students to summarize properly. I don't feel like I have the time to get them to write formal summaries, but I do story map, as well as have them create Episodic Notes and Sensory Notes to review. I am also lacking in the area of real graphic organizers. I tend to just free draw as I teach, which I think can be confusing to some of my LD students. I also need to work on teaching my students to self-regulate.
There are a few areas in which I believe I could use some work. I don't think I am great at modeling because it often takes so much time in a literature and writing class to model every little piece. I have gotten into the habit of writing when my students do; if they are writing a memoir, then I write a memoir, and when they share theirs by volunteering at the end, I share mine as well. This has helped build classroom community, however, sometimes, students feel the need to compare their own work to mine or another student's. This is counter productive. I definitely need work on getting my students to summarize properly. I don't feel like I have the time to get them to write formal summaries, but I do story map, as well as have them create Episodic Notes and Sensory Notes to review. I am also lacking in the area of real graphic organizers. I tend to just free draw as I teach, which I think can be confusing to some of my LD students. I also need to work on teaching my students to self-regulate.
*Things I Might Use
I want to improve my graphic organizing, dialoguing, and modeling in class. I think that if I could improve these three tools, I would greatly help my inclusion students learn the basics and beyond. Reciprocal teaching is something I also need to work on and would like to learn more about. I like the idea of active discussion in small groups leading to the students self-regulating their own questioning, summarizing, predicting, and clarifying. I think this would be a great way for them to take ownership of their own learning. I also want to work more on peer tutoring and getting a format together with which I feel comfortable using in my classroom.
I want to improve my graphic organizing, dialoguing, and modeling in class. I think that if I could improve these three tools, I would greatly help my inclusion students learn the basics and beyond. Reciprocal teaching is something I also need to work on and would like to learn more about. I like the idea of active discussion in small groups leading to the students self-regulating their own questioning, summarizing, predicting, and clarifying. I think this would be a great way for them to take ownership of their own learning. I also want to work more on peer tutoring and getting a format together with which I feel comfortable using in my classroom.
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