A question I posed in my previous post - how can I be held responsible for those things over which I have little or no control, such as a family's socioeconomic status - begs an answer. Although I can't be held responsible for a family's socioeconomic status, I do have a moral responsibility to advocate for an equitable distribution of resources so that all children have what they need to focus on learning in the classroom. Although, there are other elements that come into play as far as the progress a child makes in any one year, financial stability is definitely high on the list due to the repercussions it has on all aspects of a family's life. As teachers, we are responsible for the learning that happens in our classrooms and we must protest the politics and policies that prevent children from learning. We need to be front line supporters for our students. If not us, then who?
The Reading Strategies Book - Chapter 12, Supporting Students’ Conversations – Speaking, Listening, and Deepening Comprehension
The strategy lessons highlighted in Chapter 12, Supporting Students’ Conversations – Speaking, Listening, and Deepening Comprehension, in The Reading Strategies Book by Jennifer Serravallo are critical to students’ engagement and comprehension, as well as their ability to write literary essays, or even book reviews, summaries and reflective pieces about books. If students aren’t able to talk about books in a way that is invigorating and joyful, they will be less likely to develop an interest in growing ideas for writing about books. In her introduction to this chapter, Jennifer Serravallo, reminds us that when conversations go well, children are inspired by what they read and are motivated to keep reading. However, when conversations fall flat, then kids get bored and tune out. How do we avoid this situation and teach kids to have focused conversations about books? The answer is easy: teach kids strategies to help them develop effective conversa...
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