Peach is interested in knowing the best way to teach vocabulary.

 There is a famous phrase - the 30 million word gap - which is supposed to be the word gap students develop when they do not have the support in their formative years that is necessary to develop a quality vocabulary. The study that spawned that term has since been debunked as no longer valid, but my research indicates that what is  still true today is that many students simply do not develop the depth of vocabulary they need in order to succeed. Recent studies, such as those by the National Reading Technical Assistance Center, have shown that students retain vocabulary better when they are immersed in it (eg, when reading a text out loud several times there was a 12% increase in retention) vs working with words separately. What do you think? What is the best way to teach vocabulary?

Dr. Ries and strategies for cultivating conceptual knowledge

 On pages 208 to 220 of Chapter 8, our authors introduce us to a series of strategies that we can use in order to help our students build conceptual knowledge of context terms even before we have them read a selection. The authors are advocating that students be encouraged to make connections among key concepts before assigning them textbook pages to read and before beginning any class discussions.  Which of those many strategies listed and explained on those pages do you find most interesting and which would you like to try in your content-area classroom?    Briefly describe the strategy and tell us why you feel this strategy would be helpful to you in teaching your students to make the necessary connections that will help them understand the concepts and vocabulary being introduced.     

Katherine asks.....Should we be prepared to set an example?

 For students who are having difficulty getting invested in reading, would you agree that teachers can serve as a model of what engaged reading might look like?  At what point, if there is one, is it appropriate to share with students what you are reading? At what point is it appropriate to share with students what books are on your nightstand?  Do you think that it is encouraging for students to see and understand that their teacher reads materials outside of class and that much of that material is relatable to the context of the lesson or to what you are discussing in class?  Do you think that this approach might encourage non-readers to begin looking at some fiction and/or non-fiction?    Have you ever had a teacher or an adult who encouraged you to read by sharing his/her favorite readings with you?    Did it work?  Do you think that it is necessary for us to be a role model who reads as we teach our content at the middle and high school levels? 

Julie is wondering if we need more formal reading classes

 Should we be focusing more on literacy and reading in schools?   Should we be advocating for longer amounts of class time for literacy and reading? Building on what Peach Smith shared with us last week, literacy seems to be declining and “over 40 million American adults are functionally illiterate and are unable to read above a fifth-grade level." Specific reading classes, as I was growing up, were part of the daily classroom schedule only until 6th grade. Should schools be holding specifically designated reading classes in all classes, K-12?  Would more time spent on reading be helpful to our students?  Thoughts?    

 

Peach is concerned about literacy statistics

 Literacy is at an all-time low. The percentage of American adults who read anything at all, whether fiction or non-fiction, has reached an all-time low, and according to the National Endowment for the Arts, only 55% of American adults engage in reading. Younger readers are more likely to listen to audiobooks than they are to read. Reading comprehension levels are also declining, with only 42% of white 8th graders and 15% of minority 8th graders being able to read at grade level. The reading levels for black students are also declining faster overall.   In some school districts, the 8th-grade reading proficiency is as low as 2%. The quality of the content being read is also continuing to decline. As many as 60% of incoming college freshmen need remedial tutoring. Given this alarming environment, what responsibility do teachers have to encourage not only fluency but quality of content? What do you think that teachers might do to help students become fluent readers?  How do you think you can encourage students to read and enjoy the content matter that you are required to teach?  

Dr. Ries asks a question about the importance of content and literacy

 After reading Chapter 1 of the text, what do you feel is your responsibility with regard to the teaching of literacy in your secondary English or social studies or science or math class?  Is that type of emphasis your responsibility and if so then what is your responsibility with regard to content?