I don't think this is an "either/or" situation. One can teach
comprehension strategies AND connect books students are reading to
other activities that supplement the understanding of plot, character
relationships, etc., and which may tap into other learning styles. The
visual learner might understand and remember plot structure better by
creating a visual timeline. The student who enjoys writing might make
more text-to-self connections by writing a poem that is related or
supplementary to the text.
I am not normally a supporter of activities that do not require
attention to content, no matter what area of the curriculum, but taking
all the fun out of school is a dreadful direction.
Renee
On Sep 18, 2010, at 10:03 PM, [email protected] wrote:
I'm sorry to be argumentative, but I think that what you describe is
an excellent example of teaching kids about a book (or piece of text).
Instead of your 'fun activities,' I firmly believe that we should be
teaching reading comprehension strategies to help our kids become
better readers. My students love delving into text, applying reading
comprehension strategies and discussing our thinking. We do not color
or learn about books; we learn to be more proficient readers. Let's
not teach the book, let's teach the reader.
I have a very hard time understanding how this kind of post winds up
on the Mosaic chatboard. I suggest you read Mosaic of Thought.
Judy
----- Original Message -----
From: "Susan Joyce" <[email protected]>
Kathleen
I also am in my second year of teaching Read 180. I teach Stage B to
6th graders. My classes include both Gen.Ed. and Students
w/Disabilities. I also require my students to keep a daily reading
log. I check the logs every Friday for a grade and for the most part,
knowing that the logs will be checked keeps most of my students
"honest".
One of the ways I try to keep my students engaged with the program is
to extend the lessons by doing some "hands-on" activities. For example
in Workshop 2 which covers disasters and focuses on the skill of
sequencing, we read a story "Fire on a Mountain". After we read the
story and complete the workshop activities in the rBook, I have my
students create a timeline of the sequence of events in the story on a
foldable and draw pictures to go along with the timeline. They seemed
to enjoy that. In another workshop which concerns "identity", we read
a story about a girl who runs away and changes her identity. I had my
students create an "I Am" poem and draw their self-portrait. So, I
think if you can find a way to extend the lessons and add more
creative,"hands-on" experiences, they will be more engaged. Good Luck!
Susan Joyce
Palm Harbor, FL
"Learning isn't a means to an end; it is an end in itself."
~ Robert A. Heinlein
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