-The inferences section in Ch. 6 stuck out to me. What made an impact on you in these chapters?
The inference sections in Chapter 6 made the biggest impacts on me as well. I never realized that there were so many types of inferences. To be honest, I never considered it. In reading, like most of us here, I remember teaching mostly inferences based on substitutions. I have worksheets that focus on this difficult skill. We also remind kids about multiple meanings of words, but I've never realized that so many other inferences can cause roadblocks in comprehension. To me, this is a real eye opener!
-How do you respond to students “who don’t get it”? After this reading how will that shift?
When a student "doesn't get it," I have always tried to meet with the students individually or in a small group to reread, look back into the text to highlight answers, and guide them through the reading process (assuming that they do not know how). After reading this, I believe that I will ask more questions and hold a deeper conversation with the student to see where his/her roadblock is. I connected with the story of George in chapters 5 and 6 and want to do more than just show a child how to find an answer in a passage.
-Comprehension, understanding, and change is the goal of any reading. What will you do differently in your teaching after reading this section?
I will try to be more open to the students needs in reading, especially as we are still trying to fill in those COVID gaps. I will still model strategies in whole group mini lessons, but I will try to really identify the individual area of confusion when I meet with them in small groups or see a struggling student's work.