Chapters 5 & 6
Here are a few prompts to consider for these chapters. Please add any additional comments, connections, or reactions you have about this week's content.
Chapter 5: Miller and Sharp say “Requiring students to read books ‘at their level’ at all times derails intrinsic motivation to read, which is driven by interest, choice, and reader’s purpose.” How would you respond to a colleague or administrator who limits students to a specific level, regardless of interest or context of reading?
Chapter 6: What ideas or questions did this chapter provoke about your classroom or school library? Do your students see themselves reflected in books they read? Do they gain understanding of others?
Happy reading and posting!
7/23/2019 09:49:51 am
7/27/2019 07:53:36 am
7/27/2019 04:39:44 pm
I think Meg's point that levels are a teacher's tool is so important. The way they're used can make all the difference in whether they're helpful for planning instruction, or discourage students from exploring their interests. I think the most harmful outcome is when the level determined by one test becomes the entire reading identity for that student.
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