W-O-W! I have loved reading this book! It has renewed my own "I can do it" spirit! While reading chapter 2 my "Aha Moment" was I can do more writing as a way into reading!...but will add a more valued purpose. This is so important with struggling readers!
When the "Why" is big enough the "how " always comes!
I have not tracked my own reading, as Regie suggested. This is something I will be starting for my own personal growth. Interesting- anyone else track what you read?
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Krystyn, I agree! I read and highlight so many great professional books, but often cannot remember where I found a great idea. I will be tracking my reading as well. I am not sure how to post a new comment, so I am going to add my post to this comment. The section in Chapter four.."start with a relevant purpose" is key. Regie's comment..."If we want their best efforts, they need to understand why they're undertaking a task or reading a text: it has to make sense to them....is so important. So often, we get going on things and this can easily be overlooked. It is so true when students write for a real purpose, "they are willing to work harder because they know and care about their reader." In addition, I loved her focus on responding to "BIG" important questions as they read. I think it is so important to keep it real...as Regie says..."hold tight to the oral and written discourse that is the real world, not the school world." I agree with her comment of speaking to the listeners with comments you would make to a friend as you read....ALL GREAT STUFF!
ReplyDeleteAs a special education teacher of mentally disabled students, I truly appreciate that Regie sees all students as capable of achieving at a higher level if they receive instruction that is responsive to their needs. Regie’s “I Can Do it!” attitude encourages teachers, schools, and educational programs to be structured to educate all students with high expectations in a caring and positive learning environment. To be effective we must have school wide professional conversations and collaboration by both general and special education teachers in order to deliver better instruction and increased learning potential.
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