October 18th Response: "I Read It..."

This text covered a lot of interesting points. The portion about student confusion really stuck out to me the most because it reminds me a lot of the AVID process that I go through with my students at Rogers High School every Tuesday. They bring in a Point Of Confusion (POC) and I make sure the other students help the student get to the answer without just straight out giving it to them. This relates to the text because the author talked about how she would answer the students questions about reading and where they get stuck, but she also would just give them flat out answers to problems they had with the material. She helped them work through their issues by having them answer the questions themselves.

Another aspect that I connected to was that of “fake reading.” I know that I did A LOT of this in high school because I didn't like reading. I would skim the pages or rely on my friends who used Sparknotes. As I've grown older, however, I've learned the trouble of this. I still do it sometimes, but it usually comes back to bite me in the ass. When it comes time for discussions or tests, a lot of the material is generally specific and not overarching. I also know that when I write material for my students when covering a text, I tend to write questions that apply to a specific portion of the text purposefully. I want to make sure they’re reading, and that shows who’s been a fake reader.

Overall, there were many good points to consider in this text and I enjoyed it. I enjoyed the author's real-life input and the classroom examples she included to connect to the material.