How do you get your students to read??

Discussion in 'Secondary Education' started by dmzions, Jun 18, 2011.

  1. dmzions

    dmzions New Member

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    Jun 18, 2011

    INTERVIEW: How do you get your students to read??

    I am posting this as part of an assignment for my middle level education course at the university. Any help from teachers with answers or advice would be much appreciated!! ::EDIT: I am NOT asking for HOMEWORK ANSWERS! The course assignment is to INTERVIEW teachers in a middle school forum and compare and contrast different thoughts. Thank you for your help!!::

    (According to Pearson's "Introduction to Middle School" there are two misconceptions: 1. Any student entering middle school is a proficient reader and 2. Students who have mastered reading will read naturally without instruction)

    You can pick and choose anything you'd like to answer or not... My questions for all you experienced teachers, REGARDLESS of subject area, are:

    -Do you value the teaching of reading?
    -Have you encountered students of various reading levels as I have mentioned above, and how do you deal with these different students?
    -What are some of the most EFFECTIVE STRATEGIES for actually making students give a **** about wanting to read?
    -Do you portray to your students your own appreciation and interest of any literary means?
    -Do you provide reading times and have a class LIBRARY?

    and one of the most important questions I've got is:
    ---How do you present RELEVENT, CHALLENGING, INTEGRATIVE, EXPLORATORY study in your class?

    THANK YOU very much for all your help!! Have a great day and good luck with your students.
     
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  3. KateL

    KateL Habitué

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    Jun 19, 2011

    Wow. I'm not going to do your homework for you. All I'll say is that just because students can read, that doesn't mean that they know how to read informational text, such as in science. I teach a great deal of reading skills in my science classes.
     
  4. dmzions

    dmzions New Member

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    Jun 19, 2011

    IT'S NOT HOMEWORK!! just to clear that up! My assignment is to interview teachers on a thread. I need to compare and contrast different ideas from teachers. Thank you!!
     
  5. KateL

    KateL Habitué

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    Jun 19, 2011

    Oh, I'm sorry for assuming the worst. That'll teach me to post so late at night! I'll see what I can come up with for you tomorrow morning when I'm fresher.
     
  6. dmzions

    dmzions New Member

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    Jun 19, 2011

    It's really alright :) That would be awesome, thank you very much!!
     
  7. mopar

    mopar Multitudinous

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    Jun 19, 2011

    I value the teaching of reading. That is why I teach a literacy block and spend half of my time working on reading at least. I also teach science or social studies and spend time teaching my students to read informational text including their textbook.

    My students usually come to sixth grade reading at a variety of reading levels (mostly 2nd-11th grade). We differentiate for our students. I provide books at a variety of reading levels and interests. Some students listen to the material on tape, others read with a partner or small group.

    When students need more instruction in reading than can be provided in a general education class, they work with our reading specialist or special education teacher to learn skills that they never mastered in the younger grades.

    My most effective strategy for helping students to enjoy reading is to match students with the right books: both interest and level. Also, allowing choice in what they read and using book talks to generate interest. Finally, providing substantial time for them to read in class.

    I read what the students read and often share with them through book talks. So, yes, I portray my interests and appreciation of literature.

    My students are given at least 10 minutes a day of free choice reading. Some days they have 30-40 minutes to read. It depends on what we need to teach. Yes, I have a well stocked and organized classroom library that my students can access.
     
  8. nstructor

    nstructor Cohort

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    Jun 19, 2011

    -Do you value the teaching of reading? I don't understand this question. Why wouldn't anyone value the teaching of reading?
    -Have you encountered students of various reading levels as I have mentioned above, and how do you deal with these different students? I alway have students of different levels-a few cannot read at all and they're in 7th and 8th grade. We read to the younger kids quite often and I have such a variety of books that I purchased-I very rarely have a student tell me they can't find a book to read that interests them.
    -What are some of the most EFFECTIVE STRATEGIES for actually making students give a **** about wanting to read? I have books that my students can relate to so that they'll be interested in reading. However, we're so geared on teaching to the test that we also have to read boring test passages frequently. I try my best to hook my students with these passages and teach them ways to make them interested in what they're reading.
    -Do you portray to your students your own appreciation and interest of any literary means? My students know I love to read. I share a lot of my novels with them.
    -Do you provide reading times and have a class LIBRARY? My class library is vast and my students are able to read independently daily.

    For the final question, I use a lot of cooperative learning activities so that all students will be engaged. I also have to differentiate my instruction daily, due to the wide range of levels in my classroom and the lack of help!






    ---How do you present RELEVENT, CHALLENGING, INTEGRATIVE, EXPLORATORY study in your class?
     
  9. luvsocr33

    luvsocr33 Rookie

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    Jun 19, 2011

    Do you value the teaching of reading?
    I think all subject areas need to value the teaching of reading because it spans every subject-- I teach math and reading plays a large part in most problems. When dealing with word problems it is not the math part they have problems with, it is the reading, interpreting and finding needed ideas that is the problem.

    -Have you encountered students of various reading levels as I have mentioned above, and how do you deal with these different students?
    Reading levels vary greatly within each grade and class (I teach 6-8th grade). Depending on the student and their reading level, I may have them read the question to me, read it with them or read it to them to help decipher the information they need to find to solve the problem.

    -What are some of the most EFFECTIVE STRATEGIES for actually making students give a **** about wanting to read?
    This is not a huge problem in math, but I am able to find the students that have reading difficulties very early in teaching the students because usually these students will skip and not never even attempt the word problem. I then address them individually and usually discover it is a reading not a math reason that they did not attempt the problem. Through supporting them and helping them, I get the students to at least attempt the problems daily.

    -Do you portray to your students your own appreciation and interest of any literary means?
    The students know that I enjoy reading and my class library has many of the books I have read. I usually read the popular books the kids are into at that time. It allows me to add the books to my class library and give a topic you can talk about with the students.

    -Do you provide reading times and have a class LIBRARY?
    Students have the option of reading if they have finished their assignment or test. I do have a class library that covers all genre and reading interests. Students often check out books. I have them set up by categories so it's easy for them to find somethign that might interest them.

    and one of the most important questions I've got is:
    ---How do you present RELEVENT, CHALLENGING, INTEGRATIVE, EXPLORATORY study in your class?
    With regards to reading, this does not happen in the math class.
     
  10. carlea

    carlea Comrade

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    Jun 19, 2011

    -Do you value the teaching of reading?
    Yes! Not only do I teach students reading strategies and literary elements, but students also learn why these things are important in the real world. By the end of the year, many students (well, mostly their parents) tell me how much more they enjoy reading.

    -Have you encountered students of various reading levels as I have mentioned above, and how do you deal with these different students?
    I do reading workshop in my classes so students pick books that they are interested in. I teach the students at the beginning of the year how to choose a book that is "Just Right." For students who are not choosing appropriate books, I help them out by giving them several titles to choose from. When I meet with them during conferences I see if they're understanding what they're reading and can help them out if needed.

    -Do you portray to your students your own appreciation and interest of any literary means?
    Every week I tell them what I'm reading and share the books that I've read (book talks). I always ask students for recommendations and when I see a student reading a book I haven't read, I'll ask to borrow it when they're done.

    -Do you provide reading times and have a class LIBRARY?
    Since I teach in 2 hour blocks, my students usually get 30 minutes of independent reading per day. During this time I meet with students in individual conferences or with small groups. Students practice applying the day's lesson in their reading notebooks which I grade once or twice per quarter. I have a large class library of about 800 books. They cover all genres and reading levels from about 3rd grade and higher.

    -How do you present RELEVENT, CHALLENGING, INTEGRATIVE, EXPLORATORY study in your class?
    We have lots of discussions in my classes. I have them talk with their partners, table groups, and in the whole group. My students love to debate, so I'll use this type of forum to get students involved in the stories that we read from the textbook. Students give their own book talks and recommendations to others. When they're answering questions about the text to prepare for their tests, I'll let them work with their partners or table groups. Many students have found this helpful because they get to hear how other students perceive the story and this leads into the types of discussions they have in the "real world."
     

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