California CCSS

I thought that the California format for reading understanding was simple but important for students to understand when trying to deeply understand the content they are reading. By asking questions throughout their reading, they can better comprehend throughout. I think that I identify with this because I have to read things multiple times before I can fully comprehend what I am reading and by asking questions throughout my readings I can dive deeper into the material. I think this aspect of reading should be taught in all classrooms and to all students from a young age. They should not settle to just read something once and accept not understanding, but to be an active reader by posing questions, circling words or phrases they are not familiar with or not sure of the context, it is used in. My placement classroom that I am currently in does a form of active reading called “BARFing” on the readings. Meaning underlining questions, circling questions, writing comments in the margins and anything else they wish to write all over the paper. If nothing is written on the printed reading then they will not receive points for the assignment. This forces students to closely read and sometimes we will have the students read the material first in class then take it home and “BARF” for their second reading. The aspect of ethos, logos and pathos are something that we have all experienced in school but it is a practical way to critically think (read). It helps break down all the components of the text by not just looking at the text itself but the background of the text, the time period, the author’s views, and who is the author trying to reach. The aspect of ethos is also to examine if there may be bias in the readings.