I like the fact that this chapter specifically points out what the strategies we're learning will do for our students. They are the most important people in the classroom, and this chapter helped to solidify the need for humility within the classroom. As a teacher, I'll have authority over my students, but, as in totally expected and natural, most people do not want to go above and beyond when they do not feel valued in the first place. So, I'm glad that these strategies will serve the greater good here in helping the students to visualize, predict, question, and clarify.
I will totally be keeping this book to copy handouts from. The rules for "Say Something" are clear and I think students will really benefit from having direct examples of ways to begin their "Say Something" statements. It's just a little bit of scaffolding that students may or may not need, but I can certainly see how it might be helpful.
There are such great ideas in this text! I'm totally going to use the rereading strategies this weekend in my tutoring session. Give "students a short text, and [ask] them to reread it three times...ask them to reate their understanding of this text on a scale of 1-10 after each reading" (113). This is so important, because, so many times, struggling readers don't see the use in rereading. However, fluent readers recognize it as vital to understanding text, which they see as their responsibility.
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