Hi Barbara,
Thank you for your ideas. I do talk to my students about daydreaming when
reading. I can catch myself pretty quickly when it happens to me, but I'm not
sure if 8th graders have the same level of motivation.
We've been practicing with Socratic circles, and I have been disappointed.
Students will say they don't understand something, and no one in the group will
try to uncover meaning.
I have students assigned to a "share partner" to talk to one-on-one to avoid
the threat of talking in front of the entire class, and I have noticed that
many students are pretending to talk with their partner, but they don't really.
I'm reading Do I Really Have to Teach Reading? by Cris Tovani in which she says
that teens would rather be lazy than stupid. I asked my students (in one
class) if they think that's true. They did. More disappointment.
Jan
-------------- Original message ----------------------
From: "Barbara Punchak" <[EMAIL PROTECTED]>
>
> 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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