Literacy Game Time
During my first year at Franklin Delano Rooselvelt High School, I discovered that my students’ low reading levels presented major obstacles when introducing literary texts. They struggled to analyze the work and, in many cases, seemed completely lost. I tried to figure out what the problem was. Could it be the topic of the story? Or the tone of the piece? Maybe it was moving too slowly?
After introducing a variety of fast-paced short stories focusing on supernatural themes that should have engaged the students, I realized that having an interesting plot wasn’t the issue. My students were just as confused when reading about a military invasion as they were when reading about a teenage ghost. What I quickly realized was that the students were intrigued by the story topics. They wanted to know what would happen to these characters but they simply couldn’t understand the text.
More than anything, I wanted my students to understand the stories that we were reading in class. I just had to figure out a way to do that...