I didn't do either, because I can't see that either is a unit of study.
Fiction is an umbrella for far too many genres to call it a genre study,
IMO. As a primary teacher, my units of study were organized around
questions. For example:
How does series reading support my growth as a reader?
examined and analyzed series reading available in the classroom,
differentiated between series books which offer related stores and those
than should be read in chronological order to support understanding;
differentiated between picture book series and chapter books where chapters
were self-contained stories vs. those that need to be read cover to covered;
analyzed characters that repeat across series, looked closely at clues to
help us infer a timeline for the story---MOSAIC strategies I focused on
during this study with 2nd graders were schema (the whole support thing) and
inference (characterization and change across time)
Working with a partner, kids did a final project that required them to read
a minimum of three books from their selected series and create a
presentation that included a summary of each book read, recommendations for
reading (such as read them in order or DW books are a little bit easier than
Arthur, what kind of reader might like the series, who might dislike it and
why) and make a list of things a reader should know about the main
character. Loved these projects because I had kids doing simple series
books like Little Critter and a team that read 8 Magic Tree House books and
determined that they are more meaningful if read in order. This study fired
my kids up about reading the energy for series reading carried us across the
whole year.
Other units (Cliff Note Version)
Dialogue--What do I need to know about dialogue to read more complex text?
What can I infer about characters based on dialogue
Inference, schema, fix-up strategies
Reading like a Writer--How does word choice impact my understanding of what
I read? How can I use this knowledge as a writer? (preclude to writing
descriptive poetry)
Sensory imagery, sentence fluency, word choice
We also did a genre study (historical fiction), a prolonged study of
reference texts (dictionaries, phone books, encyclopedia style books),
organizational patterns for informational text and ended the year with
performance poetry.
Lori
On 7/25/07 9:06 AM, "Maggie Dillier" <[EMAIL PROTECTED]> wrote:
> Thanks, Ashli! (I'm in Irving, by the way.) My district has a curriculum,
> sure, but it is based on comprehension tests and book reports and all that
> icky stuff that I don't want to do. It's also based around genres, and I am
> just not sure about that. *So, everyone, if you can't find the time to
> respond to my whole email, can you at least tell me*: *Do you base your
> curriculum on genres (Sept = fiction, Oct = poetry...) or strategies (Sept =
> making connections, Oct = synthesizing...)?* I have been thinking about this
> for so long, and I just can't decide. Please help!!!
>
> ~Maggie
> 5th/TX
>
>
> On 7/23/07, Ashli and Paul Andersen <[EMAIL PROTECTED]> wrote:
>>
>> First things first. BREATHE! It took me going on 6 years to figure out
>> that I can't be super teacher and teach EVERTYTHING. ...I just try to
>> make
>> it look like I do. Don't beat yourself up. You are on this list serv and
>> that is a BIG advantage and shows your professionalism.
>> That being said...
>> Here is my 2 cents
>> 1. I teach in TX too. Most districts have a scope and sequence that says
>> to teach x stuff the first 6 weeks, y stuff the second, etc. Try to find
>> yours. I didn't have one my first year (in Arkansas) and was totally
>> lost.
>> Having one the last 4 really made a difference. Your department head is
>> the
>> go to person for that. I have learned that balance is the key and I try
>> not
>> to do too much in isolation. I teach everything through novels. (This
>> year
>> I will try to add short stories in the mix) Our unit texts must be in
>> TAKS
>> format. as we go over the test I teach test strategies. Also as we read
>> the novels, I bring in poetry and nonfiction as it applies to the subject.
>>
>> 2. See Number 1. (we also have an advisory class where the students
>> learn
>> test taking strategies and have TAKS practice packets.)
>>
>> 3. sure, if you want. try it. if it doesn't work, don't do it
>> again. or
>> modify it to make it work for you. trial and error. Balance, young
>> grasshopper.
>>
>> 4. I teach mainly using novels as my text and bring in other sources to
>> suppliment what we are reading. Yes to the other question.
>>
>> 5. PLEASE teach your kiddos how to read a science text. Teach them how
>> it
>> is organized, what the bold faced words mean, what the headings mean,
>> captions, how to read a chart, etc. they REALLY need that help. FYI- our
>> science text is for 8th graders, but it is on a 12.5 grade level reading
>> level...some places were recorded at 17+! The textbooks, especially
>> science, is WAY over their heads. They need lots of help with that.
>>
>> Hope I was able to help you. Take a deep breath. You will do a great job
>> next year. What district are you in? I am in Lewisville ISD, but was in
>> Harlandale (in San Antonio) for 2.5 years. Can't wait to go back to SA.
>>
>> Let me know i can help you any more.
>> Ashli
>>
>>
>>
>
--
Lori Jackson
District Literacy Coach & Mentor
Todd County School District
Box 87
Mission SD 57555
http:www.tcsdk12.org
ph. 605.856.2211
Literacies for All Summer Institute
July 17-20. 2008
Tucson, Arizona
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