-The inferences section in Ch. 6 stuck out to me. What made an impact on you in these chapters?
Right off the bat the Learning from Leah section in chapter 4 stuck out to me. It really hit me because I was Leah. I loved school and loved learning, but I did (and still do) ask questions that are vague or I am the 'I don't get it' person. When Leah said "Are you listening to me at all? How do you grab it? etc." that whole paragraph was ME. I understand kids like Leah because I ask one question that is "vague" but my brain is racing with 1 million other questions that just can't come out of my mouth fast enough. It's important for us to understand that sometimes an answer is not as straightforward as we think and others around us may need more elaborate answers.
-How do you respond to students “who don’t get it”? After this reading how will that shift?
When I have students who "don't get it", I try to understand what exactly it is that they don't get. I will ask them, which part don't you get? and if I get the same answer, I will narrow down my question more and say, "was it this part ______ or this part _______ that was hard for you?" I think after reading, I will continue with this path of questions, but I also want to put more ownership on my students and how they answer. So instead of giving that choice of parts that were hard, I may say things like Kylene did, like "It has to stand for something. What is it that you don't understand?"
-Comprehension, understanding, and change is the goal of any reading. What will you do differently in your teaching after reading this section?
After reading this section, I think I will allow my students to have more time to understand what they have read and also allow them to have more time to think about their "I don't know moment". I don't want to hold their hands and give them the answer in 5th grade. I want to help them but I want it to be more student led so that there is more pride and accountability in their learning.