Jan,
*duhhh* I was so busy explaining what I did with my groups that I neglected
to respond to your question. When students are responsible to "talk about
the book" with their peers, they're more apt to read carefully---or use
necessary "fix-up strategies" {fingers crossed} if and when it does occur.
I address "wandering minds" early on each year. "It happens to all of us at
one time or another," I say. "Suddenly another character enters the book
and you have no idea who it is or when they arrived. You begin to
wonder...'Hmm...was I thinking of what errands I have to do after school, or
what I'm going to do this weekend? So what could I do...what should you do
if this happens?" This is usually a mini-lesson just prior to setting them
loose to read---and hoping they're aware of when they lose the story. Allow
time at the end of class for students to share. Did their minds wander?
How did they know they missed part of the chapter? What did they do?
I also address how we read slower at the beginning of a book...until we meet
the characters, learn about the setting, and get the gist of the story.
Once we're into the book, our reading pace does pick up. It's like meeting
a new friend...we take time getting to know one another. As time goes by,
we become familiar with this person.... You get the idea.
I hope this helped some.
Barbara/6th/FL
-----Original Message-----
On Behalf Of [EMAIL PROTECTED]
I still have a month of school -- our last day is June 25! I need some
ideas about how students can know when their minds are wondering and they
are no longer paying attention to what they are reading. From what my
students say, they have this problem a lot. I teach middle school, so I'd
love hearing ideas that work with middle schoolers.
Thanks!
Jan
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