| Tina Walker LIST 5325 � Dr. Hirtle Sept. 1, 2005 Book Club Response: Chapters 1 and 2 What do you see that might be engaging to many different students? * The foundation for all instructional practice for all students is the goal of improving reading achievement. * Several important characteristics that distinguish proficient readers from the less proficient readers have been identified: * Proficient readers have positive habits and attitudes about reading * Proficient readers are fluent enough to focus on understanding what they read * Proficient readers use their world knowledge to understand what they read * Proficient readers develop an understanding of what they read by extending, elaborating, and evaluating the meaning of the text * Proficient readers use a variety of effective strategies to enhance and monitor their understanding of text * Proficient readers can read a variety of texts for a variety of purposes. * Just being able to decode and answer low-level questions is no longer sufficient. * In order to be fully literate, students must be able to use strategies independently to construct meaning from text, draw upon texts to build conceptual understanding, effectively communicate ideas orally and in writing, and possess an intrinsic desire to read and write. * Students must be able to make meaning from what they read and prior knowledge must be activated for them to make connections. Students must be involved for learning to occur. * Social collaboration enhances learning. What do you see that might meet more than one learning modality? Chapter 2 mentions the classroom discourse experienced by students in that the teacher controls the �topics and turn taking� in the typical classroom. I agree that students can control the flow of the classroom under certain circumstances to enhance their learning. Activities, such as cubing exercises and student lead discussions, can allow students of all learning types to teach and share with their classmates. What do you see that might support/hinder students with special needs? Providing scaffolding and balanced instruction can meet the needs of all students. Special needs students can succeed when appropriate scaffolding is provided. What do you see that might support/hinder English Language Learners? Just as with meeting the needs of special needs students, ELLs can benefit with appropriate scaffolding and balanced instruction. Supporting classroom learning with plenty of oral language enhances language development with ELLs. What do you see that might be bias in the language used in the assignments discussed in the chapter? I didn�t see any bias in the language discussed in the chapters. What do you wonder about with respect to equity in regard to what you�ve read in the chapters? I wonder how other teachers are providing equitable instruction in the classroom for all of their students to actually synthesize information being taught. This is my 2nd year in the classroom and I�m still finding it difficult to totally meet the needs of all of my students. I feel that sometimes my lower students still need something more than I�m able to provide and I�m not sure how to correct that. |