I think you are on the right track with the non-fiction :) Non-fiction can
be very supportive (with all the text features). I also like teaching the
different structures - how textbooks are usually set up, plot diagram for
fiction (so they know what to expect), persuasive, etc. That really seems to
help them.
On 10/21/07, [EMAIL PROTECTED] <[EMAIL PROTECTED]> wrote:
>
>
> Bill,
>
> I'm finding the very same thing.?Choice is the key, as well as the freedom
> to drop.? I'm using 20 minutes of my 50 minutes class and 20 minutes at home
> for independent reading.? I've been logging in pages and book titles each
> day for accountablility.? Although I have several students still working on
> their first books, I also have quite a few on their 8th or 10th book since
> since September.
>
> It's sort of funny; I've had several ask if they can read the same book
> together so they can talk about it.? Who am I to say no to such a request?
>
> I have asked them to write 2 letters and a book recommendation so far.
>
> I'm also working doing the reading skills work on non-fiction or picture
> books.? We've talked quite a bit about efferent and aestetic reading and are
> currently trying to figure out how to best read texbooks.? The math textbook
> discussions have been quite interesting.? My thinking is that if we can
> develop the skills on non-fiction text, it will carry over to the fiction
> without breaking into their enjoyment and focus.? Am I crazy? or at least on
> the right track?
>
>
>
> Karen Onyx
> Carusi Middle School
>
>
> -----Original Message-----
> From: Bill IVEY <[EMAIL PROTECTED]>
> Bcc: [EMAIL PROTECTED]
> Sent: Sun, 21 Oct 2007 3:04 pm
> Subject: Re: [LIT] Reading Question
>
>
>
> Hi!
>
> I love this group - so many answers so quickly, and such strong answers! I
> honestly don't think I have much to add, though I will say that I think
> one of the most fundamental elements in building interest in reading is
> the part about just letting them read what they want to. I often get,
> "Wait, you mean I can just read (fill in the blank - often a Meg Cabot
> title) and that's okay?" Also, the idea that they can drop the book if
> they lose interest in it.
>
> Although I think my kids do enjoy having group discussions of books,
> several have told me that they are much happier reading on their own then
> reading something I've picked out for them, or even something they've
> picked out as a group book from a number of choices.
>
> Oh, I did just think about "morning reading" - i.e. read-alouds. I think
> that has been huge in my class, for generally building interest in
> reading, for helping students learn from each other about how to think
> about reading, and for just enjoying being together ("building
> community").
>
> Take care,
> Bill Ivey
> Stoneleigh-Burnham School
>
>
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--
- Heather
"The world of books is the most remarkable creation of
man. Nothing else that he builds ever lasts. Monuments
fall; nations perish; civilizations grow old and die out;
new races build others. But in the world of books are
volumes that have seen this happen again and again and yet
live on. Still young, still as fresh as the day they were
written, still telling men's hearts of the hearts of men
centuries dead." --Clarence Day
"While the rhetoric is highly effective, remarkably little
good evidence exists that there's any educational substance
behind the accountability and testing movement."
—Peter Sacks, Standardized Minds
"When our children fail competency tests the schools lose
funding. When our missiles fail tests, we increase
funding. "
—Dennis Kucinich, Democratic Presidential Candidate
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