"Over the course of my teaching career, students have told me consistently that
eading as it is traditionally taught and assessed actually encourages them to
ate reading."
Given this feedback, it is amazing that we have not listened to the students.
My daughter, a rising HS senior, gave me the same feedback last year. She
loved reading the books, found the early discussion interesting, but had a sour
taste for that book by the end of each unit. Her thoughts were that teachers
tried to teach too many things from a single book. She would rather read more
books and have fewer teaching points per book. And this comes from a kid who
already loves to read!
If we embrace the concept of having a single teaching point for each session of
our small reading groups, why not extend that approach to books themselves. A
single book would not become a 'unit'. It would focus on one new concept and
reinforce one or two earlier concepts. Our students will be reading more books
if we do not stay with each book as long. They will have a larger bank of
read-books from which they can make connections and be afforded the opportunity
to read enough books to find what they like.
Why do kids start to lose their love of reading by 3rd and 4th grade? I
believe it is because the structure of the reading block tends to change.
Listening to good literature, simply for the enjoyment of it, gets pushed aside
by the mountain of curriculum teachers must cover. Every book read is beaten
to death. Many teach the reading skills and literature points cummulatively,
never missing a chance to make sure students recall everything covered that
year. At the beginning of the next year, what do we do? We review from the
previous year, thus reminding students why they don't like reading. At the
same time, we slowly come to the same conclusion, which is then reflected back
to our students as we teach.
I plan to find a way to learn from my daughter's comments.
Christine
-----Original Message-----
From: [email protected]
To: [email protected]
Sent: Wed, Aug 4, 2010 7:35 am
Subject: Re: [MOSAIC] Book Whisperer - Chapter 5 & 6
Chapter 5 - Walking the Walk
This chapter really pushes us to reflect on ourselves. Take some time to
eflect on yourself as a reader. You can use these questions to guide your
hinking, or post your own thoughts.
1) Page 106-7
4.3% of preservice teachers were unenthusiastic about reading, leaving little
ope that these teachers owuld be able to inspire students to engage in an
ctivity they themselves did not enjoy. This data is all the more alarming when
ou consider that "one of the key factors in motivating students to read is a
eacher who values reading and is enthusiastic about sharing a love of reading
ith students" (Gambrell, 1996).
What is going on here? Why aren't adults, even teachers, reading, and what is
his doing to our students?
) What one thing can you take from Donalyn's reading improvement plan? What
ill you do to improve yourself?
Chapter 6 - Cutting the Teacher Strings
"I think my worst nightmare was last year, when we all had to rad the same
book,
nd do worksheets, and make journals after every chapter" Christina
"Over the course of my teaching career, students have told me consistently that
eading as it is traditionally taught and assessed actually encourages them to
ate reading." (Pg 121)
1) Respond to the above quotes. I know in my school students love of reading
tops in grade 3. I think it is no coincidence this is the year we begin
ssessing then, prompting many teachers to "teach to the test". Prior to that
n grades 1 and 2 there is a total love of reading seen by most students.
aura
eadinglady.com
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