^E-PUB ☘ I Read It, but I Don't Get It: Comprehension Strategies for Adolescent Readers ☉ PDF eBook or Kindle ePUB free

My district sent me this book because I work with struggling readers I d planned to take it home for the summer but it ended up in the wrong box It took me a while to find it again so I ll probably spend some time re reading.It s a good book, filled with anecdotes The strategies tend to be general but I like the way the anecdotes deal with both struggling readers and successful readers After all, don t we all become struggling readers when we read a topic we are unfamiliar with I would rec My district sent me this book because I work with struggling readers I d planned to take it home for the summer but it ended up in the wrong box It took me a while to find it again so I ll probably spend some time re reading.It s a good book, filled with anecdotes The strategies tend to be general but I like the way the anecdotes deal with both struggling readers and successful readers After all, don t we all become struggling readers when we read a topic we are unfamiliar with I would recommend reading this short book in small doses, perhaps a chapter a day That providestime to digest and ponder what is being read I wouldn t recommend breezing through it a true temptation due to the brevity of the book I have been teaching sixth grade for the past 16 years and there was nothing in this book that was new to me All of the strategies she discussed were things that I have been doing with my students for years However she did have a good list of strategies that I could share with my students I already do them but it was nice to see them all written up I also liked her example for how she teaches a purpose for reading There were some helpful examples in the back as well The other thing I liked I have been teaching sixth grade for the past 16 years and there was nothing in this book that was new to me All of the strategies she discussed were things that I have been doing with my students for years However she did have a good list of strategies that I could share with my students I already do them but it was nice to see them all written up I also liked her example for how she teaches a purpose for reading There were some helpful examples in the back as well The other thing I liked was her explanation of inference and opinion This is something that is difficult for many students I would recommend this book for college students learning how to be teachers Readable, well organized, persuasive, concrete I loved this book Unfortunately it is a giant catalogue of things I now realize I should be doing in my classroom, but was oblivious to On practically every page I had a face palm moment, realizing about my students, oh, THAT s what they re doing I knew nothing about teaching reading, but now I have some ideas and a bit of insight My students have no problem reading newspaper articles or novels But when trying to read their textbooks, all Readable, well organized, persuasive, concrete I loved this book Unfortunately it is a giant catalogue of things I now realize I should be doing in my classroom, but was oblivious to On practically every page I had a face palm moment, realizing about my students, oh, THAT s what they re doing I knew nothing about teaching reading, but now I have some ideas and a bit of insight My students have no problem reading newspaper articles or novels But when trying to read their textbooks, all but one or two are at sea Even when they know all the words, they can t make meaning out of them I don t have the answers, but this book pointed me in the direction of a ton of questions And they re not just questions about reading comprehension I get the feeling they re about comprehension in general in other words, some of this material is about teaching critical thinking and intentional learning.Some things I want to hang on to for later Word callers have mastered decoding but often don t do well with tasks that require them to use the words they read These readers feel powerless because the only strategy they have for gaining meaning is sounding out words p 15 he expects meaning to arrive immediately after he reads the words He doesn t know good readers construct meaning One day in class, Tim interrupts my lesson to accuse me of wasting everyone s time He isn t interested in historical background knowledge Tim spend the majority of the semester trying to change the way I taught When confusion set in, Tim thought it was the teacher s job to fix it p 16 Rumelhart s Cueing systems that readers use to understand text graphophonic, lexical, syntactic, semantic, schematic, pragmatic p 18 Why they can t make meaning Don t have the comprehension strategies, Don t have sufficient background knowledge, Don t recognize organizational patterns, Lack purpose p 19 Learning to find the purpose of the reading, from different points of view an exercise p 26 How to model reading p 27 How to mark text p 29 Self assessment How to find your own confusion p 30 Pseudolearning they didn t recognize confusion until they had to do something with the information p 33 How to get unstuck p 46 how students conceal their lack of strategies by parroting the right answers p 50 Tovani s strategies p 51 Double entry diary note taking system p 31 How to design a guided worksheet for a particular thinking strategy p 32 I don t know anything about the topic p 67 Find connections to your experience connecting to a movie isn t cheating p 71 If students are making connections just to finish the assignment, and not to improve their understanding of the reading p 73 Making predictions p 75, 109 Apathy p 80 is there an opportunity for them to choose the questions If not, don t be surprised that they don t care.Teaching students to question p 83 Gradual release of responsibility p 84 Teaching how to use sticky notes p 89 Deciding when rereading is not going to help p 93 Substantiating your thinking p 98, 105 and why opinions can t be wrong might be false what kind of evidence could support your point Go looking for it Now you are reading with purpose What else could this mean build a counterargument All this thinking is slowing me down p 108 Previewing p 109 Whenever an activity fails, it is because I haven t done enough modelling p 82 I Just Can t Get Into Books Pedro you better stop playing video games and start to read books ,I m not asking you to, I m telling you But mom I can t do it, I tried yet, when I m reading I have difficulties The major issue here is that I just can t get into books I read, but I can t focus When I m reading I skip lines, sometimes chapters Different things pop s up in my head When we got outside of the duke of the New York we viddied, by the man bar s long liothed window This quote i I Just Can t Get Into Books Pedro you better stop playing video games and start to read books ,I m not asking you to, I m telling you But mom I can t do it, I tried yet, when I m reading I have difficulties The major issue here is that I just can t get into books I read, but I can t focus When I m reading I skip lines, sometimes chapters Different things pop s up in my head When we got outside of the duke of the New York we viddied, by the man bar s long liothed window This quote is from the Clockwork Orange by Anthony Burgess It was complicated for me to get a deep connection of what is coming up on the next paragraph, and what I just read before that I wish that books would talk to me and I would find theminteresting First I always start off excited about a book I read the cover, look for the name of the Author, find the year it was published, skim through and see if there are any pictures, I always start out good But then that concentration quickly disappears I start to skip lines, and sometimes I read the first paragraph of a chapter and then skip to the end I drink a juice, I have a little snack on the side, I make sure I m clean and wide awake, but it just doest t work for me When I was reading the The Adventures of Huckleberry Finn by Mark Twain during my freshmen year, it was the most difficult book I ever read I had to look it up on Spark Notes and read there what it was about, and what happen in each chapter so I could get a decent grade I don t want to but i have to It seems like a constant struggle in my self conscience Often times when I m reading a book, different things pops up in my head Consequently, When I see a word that I m familiar with I connect it to something else, like a song for instance I start to sing without thinking that I have a book in my hand, my focus on the book runs away, and I find myself looking for the song on the Internet or on my ipod The fact that my dad is miles and miles away from me doest t help me to concentrate either Especially if I find a word that makes me think about him, it takes away my focus on the book Many concerned thoughts jump into my head I start to wonder about everything my dad have been trough, what is he doing at that exact moment, and if he is okay or not I miss him a lot This summer when I went to go visit him, its fair to say that I did not pick up a book at all Even , I can t really comprehend what s happening in the book When I m reading and I see a bunch of pages without pictures, I get really bored and I just read without understanding what I m reading It s not interesting and does not connect to me I read to myself, listening with my right ear, but it just goes right out through my left ear I tried to read this book called A Separate Peace by John Knowles, and it says He had unconsciously invented a game which brought his own athletic gifts to their highest pitch When I read that my mind just zoned out and I started day dreaming After hearing the words game and pitch , every game that I ever played, and anything else about baseball that I can think of, just popped into my head Reading books can be hard for certain people I m not lying here Everything I say is true, its happens to me I can t focus, I skip chapters, and I can t concentrate When I m reading and I m looking at a word that I m familiar with, it makes me think of something else, and I don t even comprehend I m a sopho now and I know it s not good to have the issue while I am reading a book Recently I learned in history class, that to be a good reader we need to do public speaking and writing I have good abilities to do both of them The reason why I am writing this essay is to get interested in reading a book So I can add the reading skills to my head , and connect them to my speaking and writing skills Tell everyone how proud I am for gaining these skills and clearly tell them that my second language is English This is a must read for any secondary teacher regardless of the subject you teach What do you do when students struggle to read the text you assign to them This is a short, quick, practical guide for how to help students comprehend difficult text.I also recommend it to any parent of a struggling reader. This may be the most useful, hands on, honest approach for how to teach struggling readers how to become masterful, independent readers I m so glad I read and will reread this important book I used many of the strategies this year and was amazed at their power and purpose Many of my ninth graders read The Odyssey withfocus and insight than I did Yay Everyone wins I Read It, but I Didn t Get It is one of the best education books I ve ever read The problem in the title is a problem that I see every day in my classroom, and one that I ve had pretty limited success addressing I have had some success helping students understand how their textbooks are organized and helping them identify the importance of historical context, bias, etc I m a social studies teacher and so these things are closely connected to the material I teach My problem is that I ve ha I Read It, but I Didn t Get It is one of the best education books I ve ever read The problem in the title is a problem that I see every day in my classroom, and one that I ve had pretty limited success addressing I have had some success helping students understand how their textbooks are organized and helping them identify the importance of historical context, bias, etc I m a social studies teacher and so these things are closely connected to the material I teach My problem is that I ve had a harder time teaching the basics of reading comprehension I guess I ve been somewhat unconsciously competent as a reader and haven t been able to teach what I do without thinking Cris Tovani lets the reader listen in on her classroom as she uses a variety of strategies to help her struggling high school students become better readers Along with these classroom vignettes, she includes clear explanations of the techniques and why they work I found the book full of simple but seemingly powerful techniques that I could use in my classroom immediately I strongly recommend this book to any high school teacher who wants to help kids comprehend what they read Initially, I read I Read It, But I Don t Get It over a decade ago I loved it then and still adore this professional resource now Cris Tovani reminds me that reading is so muchthan decoding and pronouncing words it s a complex process between the reader and what he or she is reading Although this book is about strategy instruction in reading, Cris Tovani s message isabout giving students agency to make meaning for whatever they are reading not just teaching students the strateg Initially, I read I Read It, But I Don t Get It over a decade ago I loved it then and still adore this professional resource now Cris Tovani reminds me that reading is so muchthan decoding and pronouncing words it s a complex process between the reader and what he or she is reading Although this book is about strategy instruction in reading, Cris Tovani s message isabout giving students agency to make meaning for whatever they are reading not just teaching students the strategy She emphasizes that students need to know why and how strategies make students stronger readers Through her writing, you can tell that Cris Tovani is such an honest and reflective practitioner, providing examples of how conversations and insights from her students have moved her forward in her own learning In my opinion, she was one of the forerunners of how to clearly make her thinking visible through modeling to students especially adolescent readers For me, she is the kind of teacher I strive to be Cris Tovani, herself once a struggling reader, provides some excellent advice While not as good as Notice and Note Strategies for Close Reading but how many books are , Tovani still provides plenty of good strategies for reluctant readers or those who read fluently but cannot decipher meaning Cris Tovani, herself once a struggling reader, provides some excellent advice While not as good as Notice and Note Strategies for Close Reading but how many books are , Tovani still provides plenty of good strategies for reluctant readers or those who read fluently but cannot decipher meaning ^E-PUB ⇯ I Read It, but I Don't Get It: Comprehension Strategies for Adolescent Readers ☠ I Read It, but I Don t Get It is a practical, engaging account of how teachers can help adolescents develop new reading comprehension skills Cris Tovani is an accomplished teacher and staff developer who writes with verve and humor about the challenges of working with students at all levels of achievement from those who have mastered the art of fake reading to college bound juniors and seniors who struggle with the different demands of content area textbooks and novelsEnter Cris classroom, a place where students are continually learning new strategies for tackling difficult text You will be taken step by step through practical, theory based reading instruction that can be adapted for use in any subject area The book features anecdotes in each chapter about real kids with real universal problems You will identify with these adolescents and will see how these problems can be solved a thoughtful explanation of current theories of comprehension instruction and how they might be adapted for use with adolescents a What Works section in each of the last seven chapters that offers simple ideas you can immediately employ in your classroom The suggestions can be used in a variety of content areas and grade levels teaching tips and ideas that benefit struggling readers as well as proficient and advanced readers appendixes with reproducible materials that you can use in your classroom, including coding sheets, double entry diaries, and comprehension constructorsIn a time when students need increasingly sophisticated reading skills, this book will provide support for teachers who want to incorporate comprehension instruction into their daily lesson plans without sacrificing content knowledge