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1. The main points from the readings are that students who come to us in High School with poor reading comprehension need to be taught explicit comprehension skills. They need to receive research-based comprehension interventions that go far beyond Powerpoints and guided notes.
2. I've always been a champion for child literacy. I've always believed in culturally relevant texts and other techniques.
3. I would like a quick reference guide with a host of strategies in each category of literacy and comprehension.
4. What would I do differently? I don't know. I probably would make groups work together to teach certain parts of the curriculum under my guidance. We would incorporate a set of strategies we learned into how the lesson is presented.
5. I will likely make my own quick reference guide so that I can consult when encountering each specific issue that students will face in comprehension and reading.

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1. The main points from the readings are that students who come to us in High School with poor reading comprehension need to be taught explicit comprehension skills. They need to receive research-based comprehension interventions that go far beyond Powerpoints and guided notes.
2.

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1.The main points I have gotten from our readings, is that there are different techniques and strategies we could use to help students better their reading comprehension skills.
2. Yes it has changed my views in adolescents reading, it opened my eyes to how much students can struggle with reading comprehension and how crucial it is to make it a priority to help them.
3. I want to know if the comprehension strategies we teach them will help them in the later future.
4. I would do more activities with reading and vocabulary comprehension activities.
5. I would definitely use it in my classroom with my students.

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1.  The ultimate goal of reading is comprehension. Content information is mostly presented to older students through text.
2. Our discussions have changed my views in being able to find lower level text to present grade level information.
3. I think that the only question would be how to include several strategies together. I feel that it is not a question for you but something individuals must figure out.
4. I would have like to discuss the examples in the Core book further so have multiple examples of when you would want to use the strategy.
5. I will be using most of the informative text comprehension strategies for the science class. I would like to use the CSR because other strategies can be implemented within the strategy.

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1. The main points from the readings are that students who come to us in High School with poor reading comprehension need to be taught explicit comprehension skills. They need to receive research-based comprehension interventions that go far beyond Powerpoints and guided notes.

2.

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1. The main points from the readings and discussion is that students

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The importance of teaching vocabulary words and the Matthew Effect. Middle class kids hear about 2000 words per day while working class children hear about 1,300 words. We can make up for this deficit through vocabulary enrichment, comprehension and increased reading - as long as we stay in the ZPD, Zone of Proximal Development. Yes, I do feel today will change the way I approach teaching by adding more vocabulary words. I guess, my questions or concerns stem from what do we do or can we do, to bridge the gap between school and home. I would front end the vocabulary for the reading ahead of time instead of tackling them as they come up in the text or lesson. I will definitely use the Family Cards approach because we can do it as a class and is great for science! New lesson, my focus would be on vocabulary, front ending them. I can then add other scaffolding items to support the vocabulary through homework and Think/Pair/Shares.

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1 - the main thing that I've gotten is that I can use many different techniques to approach discussion. 2 -  A bit. It's made me a bit more mindful of how to approach different reading issues. 3 - Not sure right now. 4 -  I would set more time aside to actively practice some of the strategies. 5  - I will use the discussion strategies.

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Students NEED a better array of vocabulary knowledge to aid them in reading comprehension. Students who do not have have access to rich vocabulary word in their early years struggle in their later school years. Reversing the Matthew Effect can be tough, but possible

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1. Reading Robb has helped me realized the importance of teaching reading comprehension regardless if you're a content teacher or not.
2.

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"Effective Academic Vocabulary Instruction in the Urban Middle School"

Teaching high utility words are important to students such as: analyze, frequent and abstract

"Why Teach Vocabulary?"

Emphasis of connecting content to a student's prior knowledge and tying it to interests

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The main thing I have learned/taken away from class discussions and reading, is making connections, giving explicit details and modeling. Students need a breakdown of what is expected. Reading to students and constantly using the new vocabulary will help with absorption and adaptation.

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I learned that it is critical to teach vocabulary before teaching reading so students can develop strong comprehension skills.
I also learned the importance of having students activate prior knowledge before reading.

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1. I have learned that vocabulary must be taught explicitly in order to improve reading comprehension. The Matthew Effect states that the students who enter into the grade with rich vocabulary knowledge will continue to excel in vocabulary absorption; however, the students who lack vocabulary will continue to struggle with vocabulary retention.
2. I always thought of vocabulary as one of the key components in improving reading comprehension and that the students' vocabulary level corresponded with the words and language that they are exposed to at home. Through this lesson, I realized that the more explicitly you teach vocabulary to the students, they will learn better and also retain the new vocabulary better.
3. How can I explicitly teach content vocabulary without playing a game with my students? What is the most concise and effective strategy to use within one class period?
4. When I teach vocabulary in the future in a content class, I would introduce the unit's vocabulary before delving into the actual lesson. I would first teach these vocabulary strategies first so that the students are aware of the meanings of these new words prior to reading passages and learning the lesson.
5. I will utilize the vocabulary games to review and assess student understanding of the vocabulary words that were taught during a unit. I will also use explicit teaching strategies as well.

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Students use for 15 minutes three times a week! Great vocabulary tool :)

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1. The main thing I have taken from the readings and our discussions is the importance of explicity teaching things to students. I have been under the impression that explicitiy teaching students things, you do not give them the chance to make connections and learn on their own; you are only simply giving them things to repeat.
2. My view of adolescent reading has changed. I now know how important it is to not leave students up to their own devices to figure things out and the importance of front loading. Even though you explicitly give them information, the learning kicks in when they are allowed to then make their own connections. The learning happens when students make connections and not where the information is giving.
3. I would like to learn more ways to teach vocabulary, that don't make students feel simple. I would also like to learn how this works in math, because many of the vocabulary there is only useful in a math context.
4. I think that in my class, I would try to expose students to vocabulary that is important throughout the unit, in the very beginning so that students will have exposure to them before we get to it.
5. I would like to use the vocabulary games as well as the VTR strategies. I think that the visual components are so important for low level students.

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Please answer the following questions. Try to include images where possible. LETS HAVE FUN AS WE THINK ABOUT WHAT WE"VE LEARNED AND WHERE WE ARE GOING WITH IT.