I think it's your principal with the problem--of course this could relate to
author's purpose--why the author choose to write these poems--what is the
main idea in each one that the author wanted to share? And for a not so
proficient reader what could be more perfect than reading poetry for
improving fluency. You are on the right track when you want to have time
for kids to read.
----- Original Message -----
From: "Cathleen Cunningham" <[email protected]>
To: "Mosaic: A Reading Comprehension Strategies Email Group"
<[email protected]>
Sent: Sunday, September 20, 2009 1:58 PM
Subject: Re: [MOSAIC] Independent Reading - Question/help
Looking back I guess I just didn't think quick enough .. . didn't know I
had
too but I think we we're talking
about Author's Purpose. I still (and probably will always) remember the
poetry book . . Whiskers and Rhymes
by Arnold Lobel. This particular student would read poetry then read it a
loud to us later in the day and she
was not a proficient reader, but she tried. I invited the principal to
come and listen but she didn't.
Cathleen
On Sat, Sep 19, 2009 at 11:49 PM, Laura <[email protected]> wrote:
What was the skill that the poetry book couldn't relate to it in some
way?
----- Original Message ----- From: "Cathleen Cunningham" <
[email protected]>
To: <[email protected]>
Sent: Saturday, September 19, 2009 6:57 PM
Subject: [MOSAIC] Independent Reading - Question/help
Hello Everyone,
I need to know when you have your students read independently is there
some
sort of authentic piece that they have to give
you so you know they are reading?
To make a long story short my third grade students are not allowed to
read
for enjoyment. We are a Reading
First school. We have a 90 minute reading block: 30 minute whole group,
60
minutes small group and workstations.
We seem to pack our stations so the students can't independently read.
They
follow a Must Do list that includes a practice
page and then their station, yes only 1 a day. I can't tell how much
this
breaks my heart and I cannot go another year
developing kids who don't/can't read for pleasure in school.
So, this year I thought about breaking the kids up into 4 groups (Mon,
Tues,
Wed, Thurs) . Each day students from a group would write me a short
letter in their notebook telling me about the book they are reading.
They
could use the skill we're discussing in reading like
problem solution, or drawing conclusions, etc. Then I would write them
back. My classroom library is Lexile leveled so I know they would be
reading
at their level.
Does anyone do something like this? Does this sounds like it would
worthwhile for the kids? I got in trouble last year because a struggle
reader
was reading a poetry book during reading and it didn't have anything to
do
with the skill we were on for the week. I don't want to go through that
again.
Thanks for all your help and keep up the great work that you do!!
Cathleen
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_______________________________________________
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_______________________________________________
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To unsubscribe or modify your membership please go to
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