The inferences section in Ch. 6 stuck out to me. What made an impact on you in these chapters?
I think that I am going to have to repeatedly go back to Chapter 6 and inferences. I honestly didn't think of all those different types of inferences and how we inference or even make mistakes with a text based on language. I thought about my students when the author was writing about words having multiple meanings. I know that based on past evidence my students have struggled with vocabulary. It would be a good conversation to have with my students, and it would even be a good bell ringer throughout the year with one word a day that we could discuss the words many meanings. I think that is where we can start with making inferences.
-How do you respond to students “who don’t get it”? After this reading how will that shift?
For my students who don't get it I refer to what good readers do. I often do mini lessons on good reading strategies to help make sense of a text. I think what will shift is the annotation in the text. We make jots as we read when we are doing a reading unit, but I really like how the author demonstrated how to annotate a text for discussion. This is something that I will model for my students and then will help them practice, and I do expect struggle. However, it is an essential skill for our students to learn how to discuss their thinking of a text.
-Comprehension, understanding, and change is the goal of any reading. What will you do differently in your teaching after reading this section?
I always model, but I think I am going I think that this section taught me about going even deeper with a text. I plan on exploring more with language in the text we are reading. I will say that in middle school I rarely get a student that comes to me and literally says I don't get it. They say it in other behavioral ways. Remember that behavior is communication. I will lean into these students and help them productively struggle to understand the text.