I Read It But I don't Get it When Kids Can't Read: What Teachers Can Do Lori
On 10/7/08 5:28 PM, "Stephanie Pincombe" <[EMAIL PROTECTED]> wrote: > My brother is a high school principal. He is interested in Mosaic of > Thought and wonders if anyone on this thread would have any suggestions for > books, authors/researchers that would be suitable/directed toward both the > typically developing adolescent and the struggling reader. > > Any thoughts? > > Steph > > -----Original Message----- > From: [EMAIL PROTECTED] > [mailto:[EMAIL PROTECTED] On Behalf Of > [EMAIL PROTECTED] > Sent: Tuesday, October 07, 2008 12:00 PM > To: [email protected] > Subject: Mosaic Digest, Vol 26, Issue 8 > > Send Mosaic mailing list submissions to > [email protected] > > To subscribe or unsubscribe via the World Wide Web, visit > > http://literacyworkshop.org/mailman/listinfo/mosaic_literacyworkshop.org > > or, via email, send a message with subject or body 'help' to > [EMAIL PROTECTED] > > You can reach the person managing the list at > [EMAIL PROTECTED] > > When replying, please edit your Subject line so it is more specific > than "Re: Contents of Mosaic digest..." > > > Today's Topics: > > 1. reading entire book vs. part (Robin) > 2. Re: reading entire book vs. part (Beverlee Paul) > > > ---------------------------------------------------------------------- > > Message: 1 > Date: Mon, 06 Oct 2008 20:03:42 -0700 > From: "Robin" <[EMAIL PROTECTED]> > Subject: [MOSAIC] reading entire book vs. part > To: <[email protected]> > Message-ID: <[EMAIL PROTECTED]> > Content-Type: text/plain; charset="iso-8859-1" > > This is a really interesting thread to follow. I teach second grade and one > of the things that I often think about is how to blend all the parts. For > example, most of my students have fewer than 3-4 books of their own at home > (if that). These are children whose parents are (mostly) NOT reading to them > at home, not sharing favorite children's books (in any language), not taking > them to story time at the library, etc. > > So for me, I want to recreate the love of reading that my own children > experienced when they were 2 and 3 and 4 and listening to books being read > frequently throughout the day and at bedtime. Books that were often read > over and over and over! > > And yet I also need to use texts during reading workshop to share how > readers think while they read, and during writer's workshop to model how > authors put their words and thoughts together. > > When I have (infrequently) tried to read a portion of a new book to my > students while intentionally trying to use it as a mentor text, I find that > my students have a very difficult time making the connections I want them to > make UNTIL they really know the book. They want to know what happens, they > want to know how it ends, they sometimes need to hear the vocabulary several > times in order to understand what is happening in the story, etc. > > So what I have tried to do is fit in reading to the children at odd times of > the day (while they're eating their snack, first thing in the morning, if we > need a quiet time to relax, etc. And for that first reading, I might do some > brief "teacher-talk" (this is the author, I'm looking at the front cover and > thinking about xxx, or the title makes me think that xxx, etc.) but I know > the children's focus is on the story so that's what I do- I read them the > story the same way I would have read the book to my kids when they were > little. > > And then, later, I can pick up that book and use it for all sorts of things > (so far this week I've used one book for 3 different mini-lessons on reading > strategies) and the children are much better able to delve into the book and > all the learning that I want them to do with that text. > > I think maybe with older kids I could get away with using bits and pieces of > texts, but for my kids I do have a very strong feeling that in order to help > them become lifelong readers I need to get them to love reading and part of > that is sharing great books (the whole book) with them over and over. > > Robin > > ------------------------------ > > Message: 2 > Date: Tue, 7 Oct 2008 07:12:32 -0600 > From: "Beverlee Paul" <[EMAIL PROTECTED]> > Subject: Re: [MOSAIC] reading entire book vs. part > To: "Mosaic: A Reading Comprehension Strategies Email Group" > <[email protected]> > Message-ID: > <[EMAIL PROTECTED]> > Content-Type: text/plain; charset=ISO-8859-1 > > I so agree!!! And I think we as teachers sometimes try to resist the > mostly-correct intuitive feeling we have about this subject because we have > such a great time reading, too, and we find ourselves feeling "guilty" about > having too much fun in this standards-obsessed, accountability-crazed > environment we're in. I love Lester Laminack and Reba Wadsworth's book, > Learning Under the Influence of Language and Literature, where they > recommend up to 6 read-alouds a day. First there is reading aloud at the > beginning of the day to build community and do other kinds of things Robin > is doing to build background and demonstrate the sound of literate > language. Second, another just to "put the sound of written language in > the air," and can easily be done as transitions which Robin mentions. > Third, the same as number two, but is poetry!! How cool is that? The > fourth: just what we've been talking about, to support the writers' (and > readers') workshop. The fifth: as part of content study, such as the civil > rights movement or habitats or urban spread. And last: at the end of the > day after all the "getting ready to go" is completed. "The focus of this > selection should be on leading students toward sustaining a story in their > minds and features a well-chosen chapter book, even with the youngest > children." The rest of the book supports these views. If you can get this > book on inter-library loan or from your library, it's well worth your time > investment. > > > > On Mon, Oct 6, 2008 at 9:03 PM, Robin <[EMAIL PROTECTED]> wrote: > >> This is a really interesting thread to follow. I teach second grade and > one >> of the things that I often think about is how to blend all the parts. For >> example, most of my students have fewer than 3-4 books of their own at > home >> (if that). These are children whose parents are (mostly) NOT reading to > them >> at home, not sharing favorite children's books (in any language), not > taking >> them to story time at the library, etc. >> >> So for me, I want to recreate the love of reading that my own children >> experienced when they were 2 and 3 and 4 and listening to books being read >> frequently throughout the day and at bedtime. Books that were often read >> over and over and over! >> >> And yet I also need to use texts during reading workshop to share how >> readers think while they read, and during writer's workshop to model how >> authors put their words and thoughts together. >> >> When I have (infrequently) tried to read a portion of a new book to my >> students while intentionally trying to use it as a mentor text, I find > that >> my students have a very difficult time making the connections I want them > to >> make UNTIL they really know the book. They want to know what happens, they >> want to know how it ends, they sometimes need to hear the vocabulary > several >> times in order to understand what is happening in the story, etc. >> >> So what I have tried to do is fit in reading to the children at odd times >> of the day (while they're eating their snack, first thing in the morning, > if >> we need a quiet time to relax, etc. And for that first reading, I might do >> some brief "teacher-talk" (this is the author, I'm looking at the front >> cover and thinking about xxx, or the title makes me think that xxx, etc.) >> but I know the children's focus is on the story so that's what I do- I > read >> them the story the same way I would have read the book to my kids when > they >> were little. >> >> And then, later, I can pick up that book and use it for all sorts of > things >> (so far this week I've used one book for 3 different mini-lessons on > reading >> strategies) and the children are much better able to delve into the book > and >> all the learning that I want them to do with that text. >> >> I think maybe with older kids I could get away with using bits and pieces >> of texts, but for my kids I do have a very strong feeling that in order to >> help them become lifelong readers I need to get them to love reading and >> part of that is sharing great books (the whole book) with them over and >> over. >> >> Robin >> _______________________________________________ >> 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. >> >> > > > ------------------------------ > > _______________________________________________ > 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. > > End of Mosaic Digest, Vol 26, Issue 8 > ************************************* > > > _______________________________________________ > 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. > -- Lori Jackson District Literacy Coach & Mentor Todd County School District Box 87 Mission SD 57555 http:www.tcsdk12.org ph. 605.856.2211 Literacies for All Summer Institute July 17-20. 2008 Tucson, Arizona _______________________________________________ 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.
