I think Chapter 8 is the entire basis of our class, Mrs. Crawford, hahahaha. As I read the chapter, I kept laughing because everything this chapter covers is what we do in your class. Tovani did bring up a good point about tests, which made me wonder about our final: we're probably not having a traditional paper-pencil-scantron test, are we? Are we going to be writing about what we learned about our learning/thinking and how to apply those things in our classrooms?
I can't believe it's taken me all semester to figure out that you just wanted to know my thinking. I feel like I haven't done the best job with that, but at the same I think my confusing writing submissions (logs and projects alike) reflect the chaos in my head, hahaha.
I did find it strange that Tovani only required two essays in her college-bound seniors English class. Maybe that's because the class was for college prep, and not necessarily a senior English literature class? That's one of my biggest concerns for my English classes is the amount of reading and writing I'll have to do and grade. Fortunately, I think Tovani has given me ways to assessment my students' thinking (and to prove that they've read and written something) without their submitting an essay or test every time. My only issue is that I think students can just as easily cheat on the sticky note assessment and response logs if they only read, say, a paragraph or two out of however many pages. I'd have to have them answer more overarching questions I guess or just break up the reading into even smaller chunks.
Your ideas are most welcome here, Mrs. C ;)
Tovani, C. (2004). Do I really have to teach reading?: Content comprehension, grades 6-12. Portland, ME: Stenhouse.
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