After reading chapter 2, it made me think back to when I was younger when I had difficulties comprehending what I was read. As I got older, I improved in reading, but I still find myself having to read the same thing more than once in order for me to get a clear understanding. In Subjects Matter, the paragraph about cricket was extremely difficult to understand because I had no prior knowledge about the game, therefore I was not sure what I was even reading. I was not able to absorb what was being read. I could physically read it, but was not able to understand the meaning of the text.
This chapter allowed me to think about the different struggles my students might have when given something to read along with coming up with strategies to help them with those struggles. When my students have to read science textbooks, articles, and directions for experiments, it is my job to make sure they are able to comprehend the reading material. "Reading is about comprehension and thinking" (Subjects Matter, 28). In the textbook, Subjects Matter, it listed "Thinking Strategies of Effective Readers" and those are to visualize, connect, question, infer, evaluate, analyze, recall, and self-monitor. These are extremely important to think about when reading, especially when given a difficult text because these strategies help students understand how to approach the reading along with comprehending it.
Throughout the chapter, I learned the many ways that people go about reading something. Everyone is on different levels of reading and people use different strategies in order to understand what is being read. I want my students to be able to ask me and their classmates questions when he/she are not comprehending something. It is my job to make sure my students learn effective strategies so they are able to understand what they are reading/learning.
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This chapter allowed me to think about the different struggles my students might have when given something to read along with coming up with strategies to help them with those struggles. When my students have to read science textbooks, articles, and directions for experiments, it is my job to make sure they are able to comprehend the reading material. "Reading is about comprehension and thinking" (Subjects Matter, 28). In the textbook, Subjects Matter, it listed "Thinking Strategies of Effective Readers" and those are to visualize, connect, question, infer, evaluate, analyze, recall, and self-monitor. These are extremely important to think about when reading, especially when given a difficult text because these strategies help students understand how to approach the reading along with comprehending it.
Throughout the chapter, I learned the many ways that people go about reading something. Everyone is on different levels of reading and people use different strategies in order to understand what is being read. I want my students to be able to ask me and their classmates questions when he/she are not comprehending something. It is my job to make sure my students learn effective strategies so they are able to understand what they are reading/learning.
Word Count: 310
I think you do an amazing job of analyzing the text and picking out what important information we could possibly use in our future as teachers. Even when you describe having to help your students with reading science textbooks, articles, and directions for experiments I believe believe you did a good job of relating it to teaching in general.
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Taylor, I completely agree with you about still reading some parts of readings over and over because I haven't comprehended what I am reading. I think you did a great job of taking the reading and comparing to what we should do with our future students. No matter our subject content area the components of being a good reader is important and can be necessary to succeed in Math, Science or Social Studies. Our goal should be how we can push our students to succeed and reading is the first step in that!
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Good. Be mindful this semester to repeat these strategies to yourself and practice them as often as possible. Then, when you become a teacher, teach them to your students explicitly and repeatedly.
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