I Read It, But I Don't Get It''

This text was very helpful to me.  As I was reading it I applied one of the strategies that were mentioned, read with a purpose.  Next week, my 8^th grade students will be reading The Giver. Last year, I observed students reading books in class on the Holocaust and most were not interested in it. First off, the teacher had a group of students listening to a tape on one side of the room, making it hard for the students who were reading on their own to pay attention. Some students were also passing notes or making faces at one another. While reading I Read It, But I Don’t Get It, I visualized myself in the classroom and what kind of techniques I could teach my student’s to get them to understand what they are reading and enjoy it. The Giver is one of my favorite books and it surprises me that many students don’t want to read it. Now I wonder if it is really a lack of interest or maybe they just don’t know how to read!

For the most part, when I read I can comprehend what I am reading. I ask myself questions, I constantly redirect my thinking back to the book and I reflect. I have also had instances where I am reading and I am simply  saying the words but not trying to make sense of it. I know this is the case for most of my eight graders.

I picked out a few strategies that I think will really help the class I teach and observe.  I believe that asking questions is one of the best ways to stay connected to the text. When we ask questions, we either read on in hopes that it will be answered or make assumptions about what might happen. Asking questions helps us to focus and think deeply about what we are reading.  It also helps us to remember.

Another strategy (this one should be the first one to address to students) is to read with a purpose! I loved the highlighting activity where the students read a text 3 times, the first was highlighting what students felt important and the last 2 pertained to a specific question or theme. Highlighting with a purpose makes it easier for the reader to understand what they are reading and what to look for.

Lastly, I also think it is important for students to know when they get lost. I know that while I'm reading, I sometimes let my mind wander off. When this happens, everything I read from there on does not make sense. I have to retrace my steps and find the point where I got lost in order to make sense of the text. It never occurred to me that some students do not realize when they are lost. It is important to make this know and give strategies for this problem such as visualizing what is happening, rereading or highlight confusing text/words.