"Though we spend much time testing comprehension---using everything teacher-made quizzes over literary selections to chapter tests in content area classes to standardized exams such as the Iowa Test of Basic Skills to state mandated skill exams---we actually spend little time teaching comprehension strategies."
-page 40
To often, it seems, educators 'teach to the test' rather than encouraging students to broaden their outlook and actually learn. While testing is important, the goal is not to stifle a student's educational excitement, rather it is to develop a life long love of learning. If students are merely given worksheets to assist with comprehension or math facts for example, they can't really learn from these. Learning must be active and valid. As students get older, they want to know why they are doing something. In all honesty, there is life after TAKs. We as educators must promote the skills of the test in a variety of ways.
Chapter 5
"At least once a day, read aloud a short passage and think aloud your inferences."
page 69
Reading aloud, even to middle level and beyond is extremely important. This is when students can hear the correct formation of words and just think about the text rather than decoding words or context clues. As educators, reading has become such second nature that we don't realize how much thinking goes on in our brain while we are reading, therefore forgetting that students need help inferencing. By doing what the book suggests in the excerpt, students can better understand what we mean by inferencing and how much occurs during a simple story.
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