I am speaking very strictly from personal opinion, but I see this more 
productive for building comprehension skills when novels are self-selected or 
group-selected.  If the purpose of instruction is to build reading 
comprehension skills, then it will certainly go better if children are engaged 
emotionally with the novel.  That said, I know sooner or later we will all have 
to read things we do not care to read but when we do, the purpose of 
instruction often switches from teaching the reader to teaching the book. When 
children are matched or loosely aligned to books which they CAN read and they 
also are motivated to read, wonderful things happen. I can just rarely imagine 
that an entire group is ever ready for a single novel in just the same way. 
There is a place for novel read aloud but I not certain again that my own 
purpose would be to promote shared reading. For me, read aloud is the 
opportunity to push thinking, appreciation and to broaden reading horizons.  

Lori Jackson
 District Literacy Coach and Mentor
 Todd County School District
 Box 87
 Mission SD 5755

----- Original message -----
From: sandra monsour <[email protected]>
To: [email protected]
Date: Saturday, April 25, 2009 11:56 AM
Subject: [MOSAIC] Question for posting

> 
> I am currently a student teacher, I was hoping to pose a question in hopes 
> that I would learn from others experience. Are reading lengthy chapter books 
> as a whole class, beneficial for comprehensive testing?
>     Books for 3rd graders such as Stuart Little or Charlotte's Web. Do you 
> think all the students are following a long as well as
>     they might follow along and understand shorter chapter books? 
> 
> Sandra Monsour
> 
> 3rd Grade Elementary Student Teacher
> 
> 
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