The new Fountas & Pinnell book has a DVD with it that shows great
conversation. The book discusses introducing conversation through
interactive read alouds which promote rich discussion. As one might
expect text selection plays a huge role in it's success.
On Dec 22, 2006, at 9:37 PM, Teresa Terry wrote:
> The DVD that comes with Teaching for Deeper Comprehension has a
> couple of student discussions and a couple of adult discussions. I
> used the two kid ones with my upper grade kids...I'm thinking the
> video had 4th or 5th graders. We watched first for understanding.
> Rewatched for what kids did...rewatched for what they sounded like.
>
> Jan Kammert <[EMAIL PROTECTED]> wrote: I have read Bill's new problem
> and some of your suggestions. I also teach
> 8th grade, and I'm beginning to think that my students would
> benefit from
> a video that shows an excellent book discussion.
>
> Can anyone suggest a video I can buy?
> Thanks!
> Jan
>
>
> On Thu, 21 Dec 2006, William Roberts wrote:
>
>> Hope everyone is getting rest and relaxation this holiday season,
>> but I've
>> got a problem: I'm not getting any thinking from my 8th
>> graders.....at
>> least not anything I want. I know I'm not expecting too much from
>> them
>> since other years have not been so....so....mere words can't
>> describe them.
>> Let me show you:
>>
>> I gave a writing prompt to tell me about a favorite movie, TV
>> show, book,
>> video game, or CD album. Many tried, but a few MADE UP SHOWS! Once
>> wrote
>> about a movie that had "over 200 movie stars!" Others wrote about
>> movies
>> that hadn't even seen, but they had heard of them or had seen a
>> trailer
>> about them. A few told me that they had no favorite for any of the
>> suggested items! I asked, "What do you do for fun?" and got the
>> response,
>> "I sleep." I continued with, "What do you do when you wake up?"
>> Answer:
>> "I eat." I knew better, but continued, "So what do you do when you
>> aren't
>> sleeping or eating?" and was told, "Sometimes I stare at my
>> ceiling fan."
>>
>> I was finishing a movie unit which included using the strategies
>> on art,
>> music, movies, as well as books, and the students were supposed to
>> select a
>> movie from the top 250 movies (foreign and American), and write an
>> essay
>> about the film. One child wrote, "I didn't do the assignment. It
>> was a
>> stupid assignment. You wanted us to write about a movie we hadn't
>> seen. If
>> we hadn't seen it, how did you expect us to write about it?" and
>> he was
>> totally sincere! One wrote about ROCKY and regaled about the "bloody,
>> awesome fights" but not one thing about the acting or music or
>> direction.
>> When I asked if he had actually seen it, he said "no, but I did
>> see part of
>> one of the fights."
>>
>> In a class discussion about music, we all made connections when I
>> talked
>> about a favorite song coming on the radio ("Everyone turns up the
>> volume!"),
>> but when I mentioned a song you didn't like, this class said, "you
>> listen to
>> it." I asked if you changed the station (which most classes
>> admitted), but
>> this one class insisted you just listen to the song whether you
>> hate it or
>> not. I asked why they wouldn't change the station, and they said
>> "if you
>> wait, a better song will come on." I asked (you'd think I'd learn
>> to stop
>> asking) why they didn't turn the station and was told, "It's too much
>> trouble to change the knob back."
>>
>> They do not infer. They do not think for themselves or have educated
>> opinions. Is this laziness? The results of too much state tests?
>> Is this
>> group a mutation? Or did they miss the cognitive boat? With state
>> tests
>> only a few months away, I'm losing my mind. Any ideas?
>>
>> Bill
>>
>>
>>
>>
>>
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>>
>
>
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