Читать книгу Guided Practice for Reading Growth, Grades 4-8 - Laura Robb - Страница 13

Year after year when students make little to no progress in reading, they can develop characteristics that prevent their growth and progress. Stacey, Bridget, and I identified ten characteristics based on the middle-grade developing readers we taught. These students:

 lack self-confidence

 feel embarrassed reading easy books in front of peers

 have difficulty decoding multi-syllable words

 choose challenging books so peers think they can read

 have learned the art of fake reading

 don’t read at school or at home

 can’t read grade-level materials and don’t receive alternative materials

 have developed an “I can’t do it” outlook

 become quiet, silent, and hope no one will call on them

 don’t dream of what they want to be or do beyond school years

One of our goals was to teach students about the Power of Yet (Dweck, 2007), explaining that they might not be able to reach a goal yet today, but with practice, hard work, and our support, they could achieve it. During our bi-monthly study group, we discussed personal and collective efficacy, the belief that with skilled teaching we could reverse the pattern of little to no reading progress for these students (Donahoo, 2016). That year, the fifth grade team not only improved their teaching skill by learning from students, but they also made a commitment to professional learning and becoming evolving teachers who continually grow and improve their practice.