Reading Response 1 It says…….. | I say………. | “Earlier research on reading comprehension focused on sets of discrete skills (i.e. getting the main idea, getting the facts, making inferences) or on the products of comprehension (i.e. what readers understood after reading).” (Lee & Spratley, 2010) | This has not changed too much, however, manyResearchers have found that basics questions that readers have are not answered as they read. Students read to be able to say they know the words, but they do not read so much to know what they are reading. This is because based on the student’s educational trajectory; they may not have the essential knowledge needed to activate any prior knowledge. We are hit with a double jeopardy in this current age. | Besides text structures emphasizing cause and effect, sequencing and extended definitions, as well as the use of scientific registers, evaluating scientific arguments requires additional skill setsFor readers. (Lee & Pratley, 2010) | This is very true and if every teacher understood that they are responsible for literacy skill mastery in content, then our students would not feel so lost when asked to critically think about content expectations and objectives. | Reading deeply complex literary texts offers unique opportunities for students to wrestle with some of the core ethical dilemmas that we face as human beings (Lee & Pratley, 2010) | This is so true! When we implement text that seem extremely complex, there is always a way to bridge our student’s lives and experiences so that they can not only think critically, but understand that there are other modalities for them to exercise their mastery of understanding, beit writing, spoken word, or class theatre. | “Because student annotation is such an important part of my assessment practice, I start teaching kids how to do it during the first days of class.” (Tovani, 78) | How important is this to introduce to scholars Day 1?? Extremely! When scholars are able to see how this works, they are given an opportunity to have the text speak back to them. Scholars are learning a strategy to help them read and understand any text on a deeper level. Starting this from Day 1 only conditions readers to become stronger. | “Other times, kids who resist annotating tell me that they aren’t thinking at all, “ (Tovani, 86) | Students should not have a choice, however, this comes up frequently in a class where the readers do not exude confidence or have a strong finish in their own understanding that there are ways to understand. I think additional modeling is key for students during this time and as a teacher, you may have to model for that student or a group of students to encourage this practice. This is when students are seeking more help as they may not truly understand why this is being asked so as you model, they see the benefit of the process when they practice in small chunks. | “There is no such thing as the perfect mini-lesson”, (Tovani, pg 94) | By far this statement holds extreme validity. As a teacher, we always want to have something in our day go perfectly well. However, with mini-lessons, even in small groups they can give you data for your instruction which may yield more instruction for whole group. These lessons help us “replace” what has been given to ensure we are reaching each student’s learning modality for mastery. | “Overtime, annotations are the perfect progress monitoring tool, TOvani, pg.102) | True indeed!!! This statement allows over time for teachers to track progression in grammar, writing, reading strategies, and student thinking. When we are able to reflect back on student portfolio’s and track their annotation progression, students themselves can see how their thinking has grown. Essentially, we are teaching them how to be self-assessors |

Reading Responses 2 (One observation, One connection, One Surprise, One Question

Observation:
Ch.1 speaks about a relevant topic that many