We will share most of our work in a Google+ Community. We can upload images, respond to each other’s ideas, and share links and artifacts here.
Course calendar can be found above and HERE.
A key alone was not her test
No sister watched from a hilltop
No brothers ran in to save the day
Trails of peas were not involved
No warning bird called out “turn back”
No women were chopped, salted and cooked
There was not a sign about being bold
Nor a long dream softly told
No husband chopped up in the end
Morgan Minor
Introduction:
Hello! My name is Morgan Minor and I am a sophomore here at Chico State. Like most of you, I am a Liberal Studies major, working towards my goal of teaching elementary school. I am originally from the Sacramento area, Antelope specifically. I grew up mostly with my mom and older sister. I am almost 20 years old! (February 9th)A fun fact about me is I have two dogs, one is a Great Dane, Gigi, and the other is a Chihuahua, Peety. Also, in my spare time I love to dance and hang out with my best friends and roommates!
Response to “A Puzzle To the Rest of Us’: Who is a ‘Reader’ Anyway?”:
I believe that when “good reader” does a few things when reading a text for the first time. I think that everyone has a “style” in which they read, so the way they begin to read could be very different. A good practice is to first look at the title, author, and table of contents if there is one, or the headings of the chapters. I find this is more helpful for education related text rather than pleasure reading. I believe a good reader asks questions while they read and think deeply about connections and occurrences in the book. I think a good reader rereads. I myself sometimes re read a paragraph to better understand it or go over a sentence because I like the way it sounded in my head. Good readers can often annotate or take notes about what their reading to later on clarify points of confusion or definitions of tricky words. Everyone reads differently, and those differences should be recognized, however, there are a few practices like the ones I mentioned about that stick out to me as “good reader” practices.
I have a lot of good positive reading experiences from my elementary years. I was marked as a “good reader” and thoroughly enjoyed reading for pleasure. I remember my mom taking me to Borders and letting me pick out any book I wanted. It was like my own personal book store. I went around and had lots of time to read the backs and look at the covers and see if there were any pictures. It was a very cool experience that contributed to my love for reading. However, since then my “love for reading” has fluctuated. I’ve loved it and read two books a week, or hated it, and refused to read since I had such heavy reading loads in school. These days outside of school I read a lot of text messages, posts, status updates, tweets, online articles, emails, etc. I occasionally read a magazine, but I haven’t begun a book since last year when I devoured The Hunger Games. I would say that my reading outside of school doesn’t really connect with my in school reading. I am always having required textbook reading or article reading of things I usually have little to no interest in. Outside of school I only read what interests me. If I don’t like and article or book, I stop.
On a different note, I think Williams claims in this article that being a “reader or nonreader” is something that needs to be talked about and define for students. Williams explains how there is a disconnect between teachers expectations and associations of readers and good readers and students perceptions of readers and good readers. Williams also claims that there are a few things that “readers” do that students should be made aware of, to better help them understand that anyone can be a reader. People’s different reading levels and styles don’t make them “bad”, just different.