I was thinking that if I had an advanced reading class (and I did years ago,
more years than I want to remember) that I would want the kids to fly...I
wouldn't want to get in their way. I would give students a large choice of
books, probably centered around a theme so that there would be similarities for
discussion. I would also have students put reflections and "assignments" in a
reading notebook. With an advanced class students might lead the way. Ask
them what they would like to accomplish. Short mini-lessons could review
strategies, but in the review I would ask students to share their experiences
with the strategies. Recently, I heard Dr. Gay Ivey speak about her recent
research. She discovered that when students are truely engaged in reading they
will do strategies automatically (and that was with struggling readers). I
would also spend some time with expository text and textbook formats that they
may encounter and not yet be familiar with. Personally, I don't think we
should be tracking students this way and don't believe it is necessary if we
use a workshop model for instruction. Are you familiar with Aimee Buckner's
books on notebooks? There is a wealth of information on lessons and how to use
notebooks in her books. You might want to check those out. Another thought I
had for a variation would be to have "book clubs". Following the same format
that an adult book club would follow. Kay
------------------------------
Message: 24
Date: Wed, 11 Nov 2009 06:10:45 -0500
From: kim lum <[email protected]>
Subject: Re: [MOSAIC] opinion on advanced reading classes
To: "Mosaic: A Reading Comprehension Strategies Email Group"
<[email protected]>
Message-ID:
<[email protected]>
Content-Type: text/plain; charset=ISO-8859-1
This list is exactly what I was thinking to respond. How about meshing
the concepts from grade level social studies or science as topics for
some of the reading/research/higher level work?
On 11/10/09, [email protected] <[email protected]> wrote:
> To help with the notion of an advanced reading class you may want to consider:
> 1. Use questions that employ Bloom's top 3 levels, analysis, synthesis and
> evaluation
> 2. Use projects that allow students to use one or more of their multiple
> intelligences
> 3. Use DeBono's six hats thinking framework to analyze various literature
> selections
> 4. Have students create multi-media presentations for the class regarding
> various literature selections
> 5. Have students engage in a debate regarding characters - protagonist vs.
> antagonist
> 6. Use Kohlberg's levels of moral development and relate to various
> characters in the literature selection
>
> Hope this helps.
>
> ---- reading <[email protected]> wrote:
> > The school where I teach performs very well on state standardized tests. In
> > reading I believe the scores are well above 90%. This is my first year
> > teaching 7th grade and the first year of a newly developed "advanced"
> > literature class which I am teaching. I'm struggling with how to make the
> > class "advanced". And now we are supposed to present to the
> > board.Theoretically, I don't like the concept of the class. I don't think
> my
> > philosphy of teaching meshes well with leveled reading classes. I wanted
> to
> > hear others opinions. Does your middle school have advanced classes?
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> >
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> >
>
>
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