All Discussions Tagged 'read' - Classroom 2.02024-03-29T10:01:26Zhttps://www.classroom20.com/forum/topic/listForTag?tag=read&feed=yes&xn_auth=noStrategies for Struggling Readers: Conquering a book you don’t liketag:www.classroom20.com,2013-04-22:649749:Topic:9281152013-04-22T13:36:12.851ZKaren Cameronhttps://www.classroom20.com/profile/KarenCameron
<p><img alt="struggling readers" border="0" class="alignLeft" height="214" id="img-1366377536116" name="img-1366377536116" src="http://info.marygrove.edu/Portals/94958/images/struggling-readers.jpg" style="float: left;" width="161"></img> We’ve all had to struggle through books we didn’t like—maybe even books we deplored. When it comes to our students, we don’t worry too much about the strong readers. Sure, the text may not resonate with them; they may even use that <b>forbidden “B-word”</b> (boring, of course) to describe it. Nonetheless, they’ll still muster up the strength to press on. Struggling readers are another story: They tend to become discouraged and often give up before they’ve truly even started a…</p>
<p><img id="img-1366377536116" src="http://info.marygrove.edu/Portals/94958/images/struggling-readers.jpg" alt="struggling readers" class="alignLeft" style="float: left;" border="0" height="214" width="161" name="img-1366377536116"/>We’ve all had to struggle through books we didn’t like—maybe even books we deplored. When it comes to our students, we don’t worry too much about the strong readers. Sure, the text may not resonate with them; they may even use that <b>forbidden “B-word”</b> (boring, of course) to describe it. Nonetheless, they’ll still muster up the strength to press on. Struggling readers are another story: They tend to become discouraged and often give up before they’ve truly even started a book.</p>
<p>We’re always looking for reading strategies for struggling readers, so we were happy to come across a video made by author Jim Trelease called <b><em>How to Read a Book You Don’t Want to Read</em>.</b></p>
<p>Trelease’s video was inspired by, of all things, watching tree surgeons cut down a leaning, 80-foot pine tree that threatened his house. The process used by the tree “surgeons,” in a strange way, reminded him of having to <b>read books we don’t want to read.</b> The end result was not only one less leaning pine tree, but also a nine-minute video that may help your reluctant readers. Check it out and let us know what you think.</p>
<p><b>Strategies for Struggling Readers: Conquering a book you don’t like</b></p>
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<p> <iframe width="420" height="315" src="http://www.youtube.com/embed/I_GrdE5HsgQ?wmode=opaque" frameborder="0"></iframe>
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<p><br/><br/> <span class="hs-cta-wrapper" id="hs-cta-wrapper-0c5e8d70-102a-46bd-b649-5f7b8a0b7463"><span style="visibility: visible;" class="hs-cta-node hs-cta-0c5e8d70-102a-46bd-b649-5f7b8a0b7463" id="hs-cta-0c5e8d70-102a-46bd-b649-5f7b8a0b7463"><a href="http://cta-service-cms2.hubspot.com/cs/c/?&cta_guid=2135f4fa-fb1d-47ba-bf50-ab04f1af8a62&placement_guid=0c5e8d70-102a-46bd-b649-5f7b8a0b7463&portal_id=94958&redirect_url=7eZJt7baeyVT3qUZLrentdfDJt%2BMNNQHpQVeT9euBHPI/Na%2Bz0/M0LgRtBue1BdG4cOYU6DdWI1efkEKn0wohLTuAkkpHejx&iv=/JL0NkU2o8Q%3D"><span class="hs-cta-wrapper" id="hs-cta-wrapper-0c5e8d70-102a-46bd-b649-5f7b8a0b7463"><span style="visibility: visible;" class="hs-cta-node hs-cta-0c5e8d70-102a-46bd-b649-5f7b8a0b7463" id="hs-cta-0c5e8d70-102a-46bd-b649-5f7b8a0b7463"></span></span></a><a href="http://cta-service-cms2.hubspot.com/cs/c/?&cta_guid=2135f4fa-fb1d-47ba-bf50-ab04f1af8a62&placement_guid=0c5e8d70-102a-46bd-b649-5f7b8a0b7463&portal_id=94958&redirect_url=RNDjXiO6lrM44fjmK5xXN8XDuqGUdnSlHR3tm6fyDb/eKumzJbwN52eco/VzE/V0DDVT1n9O9Ni8foryhOEJAs/I7w6/AC/5&iv=TpS1W3Fl8DQ%3D"><img class="hs-cta-img align-center" id="hs-cta-img-0c5e8d70-102a-46bd-b649-5f7b8a0b7463" style="border-width: 0px; width: 200px; height: 279px;" alt="Guide to Reading Comprehension" src="http://cdn1.hubspot.com/hub/94958/file-24484674.png" name="hs-cta-img-0c5e8d70-102a-46bd-b649-5f7b8a0b7463"/></a></span></span></p> Why Not to Read Outloud, According to Richard Pecktag:www.classroom20.com,2009-09-29:649749:Topic:3863372009-09-29T00:47:08.423ZMark Penningtonhttps://www.classroom20.com/profile/MarkPennington
This month’s newsletter from Notes from the Horn Book (Volume 2, Number 9) has quite a controversial statement from author Richard Peck. In an interview titled “Five Questions for Richard Peck,” Mr. Peck is asked this question: “You talk a lot with young readers. What are they telling you?” His response?<br />
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"Things they didn’t mean to. Over and over they’re telling me that the books I wrote for them to read are being read to them by their teachers. And hearing a story read doesn’t seem to expand…
This month’s newsletter from Notes from the Horn Book (Volume 2, Number 9) has quite a controversial statement from author Richard Peck. In an interview titled “Five Questions for Richard Peck,” Mr. Peck is asked this question: “You talk a lot with young readers. What are they telling you?” His response?<br />
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"Things they didn’t mean to. Over and over they’re telling me that the books I wrote for them to read are being read to them by their teachers. And hearing a story read doesn’t seem to expand their vocabularies. If a teacher is going to take limited classroom time in reading aloud (and even giving away the ending), the least she could do is hand out a list of vocabulary from the reading to be looked up and learned."<br />
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I think Mr. Peck has a valid point re: our over-reliance on read-alouds, apologies to the Jim Trelease fan club. Mr. Peck's seems to argue that lack of independent student reading inhibits vocabulary acquisition. As a reading specialist, I would certainly agree with the author that reading along with the teacher does not allow the student-reader sufficient time to access context clues for unknown vocabulary nor use resources, e.g. a dictionary, to accomplish this task. Thus, vocabulary development suffers. However, there is a broader issue that this controversy addresses.<br />
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As ELA teachers, we struggle with the balance between teacher-dependent and independent reading. Much of the struggle, I think, comes from control issues. We want to be the “sages on the stages” and we want to control what students learn (and what they do not). Some of the struggle may also involve why many of us became ELA teachers in the first place. We love literature and we want to share in the experience with our students. We don’t love the tough work of teaching the reading and vocabulary strategies that will turn students into life-long independent readers nearly as much. My thought is that we need to be working ourselves out of our jobs each day. Reasons to Readtag:www.classroom20.com,2007-08-07:649749:Topic:398602007-08-07T01:01:47.114ZEmi Lengyelhttps://www.classroom20.com/profile/elengyel
Recently, I, the High School Reading Specialist, was involved in a workshop with our Library Media Specialist and some English teachers. We were discussing ways in which we can motivate high school students to become readers; thus the title, reasons to read. We came up with a decent list of ideas from a book club to an open mic night to share student written stories or poetry. We had some trouble trying to find authors that would consider visiting our students to perhaps encourage and motivate…
Recently, I, the High School Reading Specialist, was involved in a workshop with our Library Media Specialist and some English teachers. We were discussing ways in which we can motivate high school students to become readers; thus the title, reasons to read. We came up with a decent list of ideas from a book club to an open mic night to share student written stories or poetry. We had some trouble trying to find authors that would consider visiting our students to perhaps encourage and motivate our students to both read and write. I was wondering, has anyone had any success in this area? Are there any recommendations on how to find authors (not costing an arm and a leg) or ideas to help get our students involved in a reading community?