English Teachers Chat

This is part two of my four part series Becoming a FITT Reader. Be sure to read Volume 1: Frequency here .  Reading is a skill. It's developed over time like our palate. It's like learning to distinguish deep umami flavors or appreciating a fine red wine. Too difficult texts creates non-readers in the same way a person new to sushi might totally scoff at a dragon roll over the more palatable California roll.  I, like I'm sure many other people, experienced an English class where the text was too difficult, too long, and too beyond my comprehension. In short: too intense. As a freshman in high school, I faked my way through readings of Great Expectations , and I also remember exclusively reading SparkNotes the time Dr. Cotter assigned the entirety of Dante's Inferno  for the next class a mere two days away in undergrad.  Ultimately, intensity in reading comes in four forms: text complexity, length, concept and content. What It (Sometimes) Looks Like There are many school

Maybe because I'm too much into fitness, or maybe because I'm too much into reading, it's clear to me, reading is to the mind what exercise is to the body. It's an essential part of what makes people grow. It's healthy and fun, and downright addictive when performed regularly. In the world of fitness, we operate under the ideas of FITT: Frequency, Intensity, Time and Type. That same philosophy can be applied to our students too. Today we're going to look at Frequency. It's my firm believe that if students and teachers follow FITT principles, we'll all become more proficient and FITT readers. Before the How, Why? Frequency is all about how often reading occurs. For our students, we need to build an environment where reading happens not only in the classroom, but then is encouraged at home. Why? The data is clear: Disrupting Thinking, Beers and Probst, 137 A clear direct correlation exists between reading and student performance and language abilities. The