Can I burn my textbook?

Milsey

Milsey

Habitué
I have one Reading Intervention class. They are all classified as "basic" readers, meaning below proficient. My issue is the textbook I've been given is too high a level. I went to the AP with my concerns but she says my class needs to be more rigorous, that I make it "too easy" for the kids.

The problem is the passages are so beyond their level that they lose interest quickly. I try to get them to underline and summarize a few lines, but they can't even do that.

Some kids refuse to read and try to distract others. It's basically a test prep class, so how do I make it fun and interesting for them?
 
Can you supplement the text with related content passages at easier to read levels! This could prime their pumps with ideas and concepts that would be read about next in the text. Also, preteach vocab and do a good intro before reading.what per reading strategies are you using?
 
Frontload vocab. Use a lot of prereading strategies and teach reading strategies. Use the text for reading comprehension, do it together, teach them how to tackle a higher level text, and later on they will be able to do it on their own.
 
Linguist has the right idea. Start with the basics (vocabulary, fluency) and scaffold up to where they have the tools to grasp the meaning of the passage.
 
Our reading text offers abridged versions of the stories for struggling readers. In the beginning of the year, it's helpful to read that version before reading the story a second time in the regular text. It builds confidence and students are more willing to persevere later in the year.

Of course, it's already later in the year for you, but it may be worth a shot if abridged versions are available or can be found online.
 
czacza said:
Can you supplement the text with related content passages at easier to read levels! This could prime their pumps with ideas and concepts that would be read about next in the text. Also, preteach vocab and do a good intro before reading.what per reading strategies are you using?
Click to expand...

Maybe along with the preteach and easier supplements, show a 3-5 minute clip relating to the subject to grab their attention? And they'll have to read on to learn more :)
 
Milsey said:
I have one Reading Intervention class. They are all classified as "basic" readers, meaning below proficient. My issue is the textbook I've been given is too high a level. I went to the AP with my concerns but she says my class needs to be more rigorous, that I make it "too easy" for the kids.

The problem is the passages are so beyond their level that they lose interest quickly. I try to get them to underline and summarize a few lines, but they can't even do that.

Some kids refuse to read and try to distract others. It's basically a test prep class, so how do I make it fun and interesting for them?
Click to expand...

Along with the other suggestions you've received already, could you read aloud the story first, and then have students reread it in pairs and then independently? Or, could you read the story out loud and have them answer the comprehension questions, and then give the students something that is at their level for them to practice fluency?

Repeated readings can seem boring from a teacher's perspective, but struggling readers typically really like it, from what I've experienced.
 
I could, but the problem is they are so low level they tune out and start chatting. Many are not completing their workbooks questions or will just put a one-word answer. Some were making planes today (Make-up day here). I got so mad I tore them up and threw em in the trash. I would like to change up the class from just reading, but it is very regimented. For instance, I have to read from a script and the kids reply.
One boy, Israel, now has to sit right in front of the blackboard, because he keeps talking. I have given him the ELL talk and called his mom. He kept talking, so this is the result.
 
I teach below-grade level 8th graders Social Studies, and therefore we often are using primary sources, which were clearly not written for them. There are a variety of strategies that I use, and they generally seem to be relatively successful. One thing I do is read the document and ask students to raise their hand every time a confusing term or unknown vocabulary word pops up. I then try and get other students who might understand the term/word to explain it, and if nobody can, I do it. We then agree on a synonym or definition for the term/word. I make this into a giant T-chart on the board, which the students are supposed to replicate on their copies of the document.

After we have read through the document together once, I then re-read it aloud, substituting all of the synonyms that we put on the T-Chart.

I then have the students answer some very basic questions about the document, and then they are turned loose to work with a partner to answer more complicated, deeper understanding type of questions.

I never give them anything longer than half a page or so at a time. For stories, this may be difficult as I am sure that they tend to be longer than that, but perhaps you can adapt something.
 
Milsey said:
I could, but the problem is they are so low level they tune out and start chatting. Many are not completing their workbooks questions or will just put a one-word answer. Some were making planes today (Make-up day here). I got so mad I tore them up and threw em in the trash. I would like to change up the class from just reading, but it is very regimented. For instance, I have to read from a script and the kids reply.
One boy, Israel, now has to sit right in front of the blackboard, because he keeps talking. I have given him the ELL talk and called his mom. He kept talking, so this is the result.
Click to expand...
Sounds like a behavior management issue, not textbook problems.
 
I don't think I'd include names of my students in my posts.

And I agree with cza that their behavior needs to be handled first, then try strassy's suggestion. If they know that you think they can rise to the occasion, they will try harder.
 
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