Book Creator

wk 12 synthesis

by Alyssa Mathews

Pages 2 and 3 of 17

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Summary of chapter 10
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Chapter 10 of Stahl shares a more personal side to literacy. The main thing that I took from the chapter is the importance of choice for students. It is also essential for teachers to know students' comfort and enjoyment levels regarding literacy. The chapter shares how a teacher can find this data. Interest surveys and attitude surveys are shared in the chapter.

The chapter also shares many strategies to gather attitude and interest data. These ideas include reading logs, questionaries, inventories, and surveys.

The second part of the chapter goes over how to address negative literacy attitudes and how to create positive ones, as well as the value and self-concept of reading.
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Chapter 10 taught me many strategies. The second part of the chapter was new to me and very helpful because in every classroom I've been in, there are students that hate reading and students who refuse to read during reading times like daily five. I wrote down some of the strategies for helping with negative attitudes and creating positive ones in my toolkit folder in my google drive. I will look back when I'm teaching to this list as a resource.

The first half of the chapter and the assessments shared at the end of the chapter were not new to me, for I have seen them in other classes and incorporated them in both of my clinicals. I have created interest and attitude surveys for my students in 205 and 209. I used the Garfield assessment and modified it to include dogs instead. I do not mind that the information is not new because I think it is essential that all of my classes are connected in some way and that, in some classes, I can dive deeper into information I might have seen before.
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Connections and Reflection
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Chapter 10 taught me many strategies. The second part of the chapter was new to me and very helpful because in every classroom I've been in, there are students that hate reading and students who refuse to read during reading times like daily five. I wrote down some of the strategies for helping with negative attitudes and creating positive ones in my toolkit folder in my google drive. I will look back when I'm teaching to this list as a resource.

The first half of the chapter and the assessments shared at the end of the chapter were not new to me, for I have seen them in other classes and incorporated them in both of my clinicals. I have created interest and attitude surveys for my students in 205 and 209. I used the Garfield assessment and modified it to include dogs instead. I do not mind that the information is not new because I think it is essential that all of my classes are connected in some way and that, in some classes, I can dive deeper into information I might have seen before.