While reading the standards for California, I noticed that
they are in tune with their educational system. It is simple, yet detailed on
what they expect from their students. I’ve always thought pre-reading is vital
to assigned texts. When I teach, I want to make sure that my students
“[survey] the text and [consider] what
they know about the topic and the text itself, including its purpose, content
author, form , and language . . . helps readers develop a purpose and plan for
reading” (33). I remember in English college classes, we were expected to read
the biography of the author, so we had background knowledge. I like how their
standards connect reading and writing, together. When I read a text, I have to
process what I just read. This is how students process reading as well, they
will ask questions, disagree or agree with the author, and gather evidence from
the reading. This is an issue we have in school’s today. I notice while in my
placement class that students don’t have time to process what they just read,
and the teacher will automatically go straight to the writing prompt. This is
when students can’t “imagine the trajectory their own argument might take as
they develop their thinking and plan to convince readers of their stance” (35).
Why do teachers not give enough time to students? Is it because they don’t have
much class time? Are they in a rush to finish their unit plan, and move onto
the next thing? When I’m a teacher, I want to be able to meet all the criteria
for the state standards, but I also want my students to understand what is
being taught. If they don’t understand what is being taught about reading and
writing, how are they going to connect reading and writing together?
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