Bonita DeAmicis
Tue, 31 Jul 2007 09:27:44 -0700
My last comment for now on this chapter is one where I vary from the authors, although I am thinking they are addressing it on an elementary level in this book and so keeping it simple. I feel like the coverage of "theme" in the inference chapter is not how I see theme. To me, what they are talking about here is topic. So on page 144 when they talk of students finding themes like friendship, loneliness, courage--I think of these as topics that can lead to themes. The themes to me would be the messages the author sends about these topics. So I do have my students search for topics, but then we discuss the author's message about the topic and we look for text evidence that hints at or supports the message. It is a larger step in theme, but I find upper elementary students can do this.
Perhaps at the primary level just finding topics is sufficient? I imagine Stephanie, in her lesson, found students talking all around the topic and the messages sent by the author and maybe the reason they keep it open-ended is so students feel the freedom of exploring the topic rather than reducing it to a single message? On the other hand, I have found students will stay very surface if we do not go looking for the message as well as the theme--a little like they will make all kinds of connections, but many that do not help comprehension. So if I introduce topic alone as theme they make huge lists of topics that may or may not go anywhere in the story. Any thoughts out there on this? :)Bonita _______________________________________________ Stw2chat mailing list Stw2chat@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/stw2chat_literacyworkshop.org. Search the STW2 Chat Archives at http://snipurl.com/stw2archives.