Hi Jennifer, I've been thinking about the idea below a lot lately. =================================================================================
pg. 172 " I wonder---are we explicit with children about how the books we read change us,causing us to act, to read more, to write, to change our previously held beliefs? Do we ask--"What happened at the end of chapter five or questions like these: "In what ways were you changed by this book? How will you approach people differently because you read this book? ....How have you revised what you thought you believed or understood?" ================================================================================= I know that I don't talk enough about how my reading has changed me. I also know that I get resentment from some very vocal students about this. They say, "I don't want a book to change me; I want a book just to be a story." I'd like to hear some ideas about why that is. It seems the students want no more than entertainment. Is that a correct interpretation about their feelings? Why are they so adamant about not wanting to change? Jan -------------- Original message from cnjpal...@aol.com: -------------- > Let me see if I can revive the talk a little... > > Pick one of these quotes from chapter seven and react to it. Tell the list > what you are thinking about...what you have seen with your students or in > your > own experiences that would support or contradict Ellin's statements. > > pg. 168 " I wish I'd recorded the number of times a child arrived at an > insight or observation that represented a more far-reaching level of comprehension than I had imagined possible. This happened so many times I > finally realized it wasn't solely the use of comprehension strategies that elevated > their > understanding--it was defining and describing what the strategies allowed > the > students to understand." > > OR > > pg. 172 " I wonder---are we explicit with children about how the books we > read change us,causing us to act, to read more, to write, to change our > previously held beliefs? Do we ask--"What happened at the end of chapter five > or > questions like these: "In what ways were you changed by this book? How will > you > approach people differently because you read this book? ....How have you > revised what you thought you believed or understood?" > > > OR > pg 183 Ellin explains Anaphora: " Any word or phrase that refers to another > word or phrase or concept elsewhere in the text (sometimes as a simple > pronoun > or antecedent but often more subtle and therefore more difficult to follow." > She recommends putting text with anaphora on the overhead and showing kids > what it is and what happens to comprehension if it is missed. What were you > > thinking about as you read/learned about anaphora? How important is it to > bring to student's attention? > > Jennifer _______________________________________________ Understand mailing list Understand@literacyworkshop.org http://literacyworkshop.org/mailman/listinfo/understand_literacyworkshop.org
