I teach 7th grade CORE (Language Arts and World History back to back with the same class).
I have to jump on this! I very much agree with what Lisa said. I work with very hesitant, almost aggressively reluctant readers. They have the phonics down (hooray reading first...ackk...) but hate it so badly, they just won't do it. At first I thought the strategies were the answer....hmmm. I read Reading Zone right after it came out. Her philosophy freaked me out a little. But as I read on, I began to think about my own reading. I realized Atwell has a great point. As teacher, I tend to spend a little time at the beginning of the year in Reader's Workshop exploring the strategies, as to what they know. But as a fellow reader, when I want the kids to pick up a book for pleasure, I want it quiet, unencumbered, nonthreatening, and FUN! If I need to teach a literary device, or plot structure, or even writer's craft(!) with fiction, I do it as read-aloud or do a shared reading. As I conference with individuals, if I see a blatant need, then I may teach a strategy to an individual or a impromptu small group. While I expect them to use the strategies if they need to, I still don't expect them to read fiction with a sticky note. Yet, when we pick up the history text, I teach the strategies implicitly! The strategies are must for NONFICTION. Reading strategies, note-taking strategies, studying strategies...When we read historical fiction, it's often for the history aspect, but we always read it first as literature, then go back for the historical element. On occasion, the kids will make the connection between the fiction and the nonfiction using the strategies. They'll refer to something in their notebooks. I don't discourage that. I usually applaud it. Remember, Atwell also works with older kids. In her private school, the kids have had the strategies as youngsters. Even training wheels on the bike slow you down if you already know how to ride. Atwell teaches history to these same kids as well. In *Reading Zone*, she mentioned using the strategies with the kids then. She only mentions it in passing. *Step by Step*, which Atwell compiled and edited, addresses a bit of the non-fiction stuff kids need to know to access nonfiction. I don't believe she has written anything about the history part of her teaching, specifically. I guess I have my mentors catagoried by fiction and nonfiction. When I think about fiction and writing I think of Atwell, Caulkins, Frank Smith, among others...When I think about teaching nonfiction and writing, I tend to think of STW, Janet Allen, and with my kids being older, Jim Burke, AVID strategies, levels of questioning, and Cornell Notes. That's just my two cents... -- Kim ------- Kimberlee Hannan 7th CORE-ELA & WH Sequoia Middle School Fresno, California 93702 The best teachers teach from the heart, not from the book. ~Author Unknown [EMAIL PROTECTED] _______________________________________________ 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.
