I don't mean to sound like a broken record, but the new Fountas Pinnell Comprehension book with CD that has video and pdf files is absolutely the ticket to these questions. I am just now getting into it and plan to use their new guided reading form and readers notebook after Christmas. It is really a awesome resource. Deb/OH/1+RR
On 12/19/06, Lisa Szyska <[EMAIL PROTECTED]> wrote: > > Teresa, > You bring up some interesting points/questions. I > totally know what you mean about being focused > over-much on the strategy. When I first started w/the > strategies, I was so concerned about whether kids knew > how to classify their connections that I was missing > the big picture about the purpose for the connections. > I do think, however that while students are learning > to monitor their thinking it is appropriate for them > to focus on a particular strategy. This helps them > slow down to not only use the strategy, but reflect on > how it helped them grow as a reader. Later, they > understand that proficient readers grab strategies > (tools) from their mental toolbox when they need it. > (Tools are my analogy for the strategies all year.) I > know this has been discussed at length on this > list...strategies one at a time vs. together. One at > a time works for me. > > > I'm not sure what you (or was it the inservice > trainer?) mean when you say "strategies become the > reason for reading." Strategies are not the reason for > reading; comprehension is the reason for reading, and > the strategies are the mental heavy lifting you do to > get to that deeper place. > > I am assuming that you have read Daniels' Lit Circles > book since it sounds as you are very well-versed and > experienced w/lit circles. Have you heard him speak > recently? He has said that the role sheets, etc. were > never meant to be used as some teachers use them. > They were meant to scaffold discussions until students > had the skills to use thier own notes, etc. to have > the conversation. The problem isn't really w/Daniels' > approach, it is that teachers are not always as > reflective as you are and do not think about the real > purpose for lit circles. > > I agree that adult book discussions ultimately focus > on the deeper points, but often we start out w/our > basic personal reactions and thoughts which > springboard into that deeper discussion. This is a > sophisticated skill, and I have seen ADULTS who are > not that adept at doing this. And sometimes we adults > get off on tangents as well. Kids do need time to > develop their discussion skills and their thinking, so > I think it's brilliant and important that you are > helping your lit groups get to those meatier > discussions. I do this as well. I also model this > w/the whole group during read alouds. When we get off > on tangents (off topic is what we say in class) we > recognize it and discuss why and how to get back. I > think too many teachers just expect this to magically > happen as a result of lit circles, and that just isn't > so. Modeling this deeper kind of discussion and > helping kids get their thinking on the right track > will lead to them thinking/discussing that way > independently. > > Interesting thread, Teresa. Thanks for sharing your > thinking. > Lisa > 2/3 IL > > > > --- Teresa Terry <[EMAIL PROTECTED]> wrote: > > > In the past five years I have been > > reading/implementing literature discussion in my > > classrooms. I have in the past year moved from a > > Daniel's approach to literature discussion where > > students really spoke more about their > > visualizations, connections, inferences, etc in > > their discussions and perhaps did not always lead to > > the deeper meaning of the book to literature > > discussion where kids are thinking deeply about the > > author's message and recording their > > thinking-inferences, etc...but the conversations are > > richer focusing in on a group chosen question or > > two...such as for Zachary's Ball.. Does the ball > > represent dreams? Conversations are between > > students with me leading from behind prompting the > > group to agree/disagreee, pose questions, elaborate, > > clarify, and provide evidence to support their > > thinking. It amazes me that the conversations are > > leading to more inferential and evaluative thinking. > > > > And, I keep thinking about an inservice I attended > > where the presentor asked if comprehension could be > > taught and when do comprehension strategies become > > the reason for reading...I have to say she left me > > with lots to toss over in my mind. > > > > I feel that I have finally gotten to a place where > > I can see that I was too focused on the strategy and > > neglected the real reason for book discussions...it > > is about understanding=going deeper. I have not > > ever attended a book discussion where a group of > > women tossed out connections and inferences in bits > > and pieces and did not focus on the deeper > > meanings/purposes that the author wanted to stir > > within us. > > > > I would love to hear your thoughts. > > > __________________________________________________ > Do You Yahoo!? > Tired of spam? Yahoo! Mail has the best spam protection around > http://mail.yahoo.com > > _______________________________________________ > Mosaic mailing list > [email protected] > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > > -- Deb G http://www.fabulousfirstgrade.50megs.com/index.html http://geaataglance.ohea.us/ "Not all readers are leaders, but all leaders are readers." ~ Harry Truman _______________________________________________ Mosaic mailing list [email protected] To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
