The inferences section in Ch. 6 stuck out to me. What made an impact on you in these chapters?
I really found the explanation of all of the different inferences that skilled readers make to be fascinating. So many of the inferences that are made while reading a text are done so without really thinking about it. When you think about all of the inferences that are happening at one time it makes sense that struggling students would have a very difficult time. I really like the idea of doing the two minute mysteries as a way to practice inferencing with students. By modeling the different types of inferences that can be made, they may start to think about the text on a different level.
How do you respond to students “who don’t get it”? After this reading how will that shift?
I think that starting by asking them to explain what they know about the text so far will provide more detail into where the breakdown of understanding is happening. This also allows them to focus some on the information they do know, rather than everything they do not know.
Comprehension, understanding, and change is the goal of any reading. What will you do differently in your teaching after reading this section?
Once a student has identified what they know about the text you can assist by giving them a strategy to use while they are reading a certain section. Asking students to go back and annotate the text will provide them with the opportunity to continue practicing with the text to pull out the important information. For those that need additional assistance you could model one paragraph and then ask them to use the strategy with the next.