Leslie, I think you bring up a valid concern. To just dictate the strategies
and expect students to automatically transfer them to their reading is not
what many of us believe as teachers. When children aren't taught that love
of reading a whole book is important - we've lost them. I know you've been
working with literature circles with your class, do you think that will help
them to see the text as a whole and see the value in reading?
Perhaps some modeling of the theme, lesson, importance etc using picture
books will help them see the importance of the whole text that will aid them
with longer texts?
AB


On 5/6/08 4:42 PM, "STEWART, L" <[EMAIL PROTECTED]> wrote:

> I have a new critical concern.  I teach third grade in a school that is
> all about teaching reading strategies.  We have been told not to teach
> novels - better to have quantity than quality - and we have been told to
> stick to teaching the strategies from grades K-4, often times using the
> same texts!  We have even been told that it is not our job to make
> children like reading. I am now noticing that my children can recite the
> strategies and even apply them and write to them but they are missing
> the book.  They aren't looking at the book as a whole anymore.  It has
> been delivered to them piecemeal and they are reading it that way.  Many
> of them  are missing the entire point, theme, lesson, importance, etc of
> the story.  I am trying frantically to correct this before the year is
> over.  Are any of you experiencing anything similar to this?
> 
> Leslie
> 
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