Reflection on CH 12

I have heard a few teachers say " Weren't they supposed to learn to read in elementary school?", and It seems that teachers point fingers to who ever it seems convenient to. Frankly, I see their program and I can't help but blame them for even saying such a thing. Fact of the matter is many kids will not learn the same way at the same pace. We as educators should realized and learn how to build on their previous knowledge. I mentioned this in my last blog about overloading the students with unrealistic criteria, and expect them to learn at my pace. 

I really had a hard time trying to understand the sample text in the book until the book told us what it was about. I tried to connect words to my previous  knowledge, but for every text sample I just couldn't think of the bigger picture. This is exactly how I felt in middle school when I would break my head trying to fit big historic events into a timeline in my World History class. Then as I took classes on specific eras of history, I suddenly remembered and built a frame of reference in my head, one thing I wasn't able to do before. 

Looking over the thinking strategies of effective reading, and I can't believe that we actually think through all theses steps without even knowing it. Then the book related this same concept to driving through a familiar road. I am amazed of how I arrived to a place without full consciousness of my driving. I know many students go through this process as they learn and it's our job to help them through thinking strategies affectively.

I strongly believe that students will engage more on reading if educators know how to provide students with affective pre-reading activities (subject matters pg 31). Teaching them how to get involved with the reading material so they could get interested and explore. I love when teachers take text material and transmitting it to the physical realm. It always seems more engaging and appreciative.