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A Thought:
Donalyn Miller Blog:
Author Cris Tovani, n her book, I Read It, But I Don't Get It, says, "Too many adolescent readers know how to fake read. They have become so good at playing the 'game of school,' that they've figured out how to get a good grade without getting the comprehension." Here are a few examples of fake reading and why reading activities should vary.
It is important to talk to these students in serious conversations about their fake reading behaviors and for that matter "fake" schooling. Cheating is another strategy students use to get by in their fake school. Let students know that these behaviors are unacceptable and offer to help students overcome these habits. This dialogue will create a stronger reading community in your classroom-one built on a foundation of honesty and improvement instead of playing the game.
Here are some examples form the author on how students fake read.
Whole-class novels and literature circles-Fake readers wait for the class discussions about the assigned reading and pick up details about the book from the other students and the teacher. Our fake readers know to wait and be patient and the answer shall present itself in verbal form.
Round robin or popcorn reading-Fake readers are often good at decoding. When they are called on to read out loud in front of the class, they can word call their way through a short piece of text. Once again, they depend on the understanding of other students and information provided by the teacher to build meaning.
Standardized test practice-Many students will tell you that they don't even have to read the passages in standardized tests in order to successfully answer the questions. Years of instruction in test-taking tricks provides fake readers with a host of strategies they can use to narrow down or guess test answers without reading.
IDEAS from the AUTHOR
We must be careful when implementing any classroom activity that allows students to ride the comprehension coattails of other students (or us). Expect students to respond in writing to the material they read and provide evidence to support their opinions. Require students to independently read material and provide instruction in strategies that improve students' comprehension of authentic reading material, not just their test performance.
