Terrific! Thanks for your input!
On Wed, Apr 20, 2011 at 1:55 PM, suzie herb <[email protected]> wrote: > > > This is not a phenomenon for > teachers or indeed for students. I > have seen this happen over and over again with children who finally > ‘discover’ > reading. It’s the > student who also for a period of time prefers the library to outdoor > recess, > who never has a book out of their hand. Remember when you finally learned > how to ride a bike > and never wanted to get off? Up > and down the street and your parents calling you in and you calling back > one > more minute. I don’t remember > anyone saying, well write about it, or track how many miles you ride, or > ride a > bigger or smaller bike now to see how good you really are. It was > understood > that you were relishing your new skills, enjoying it to the maximum, taking > every opportunity to enjoy and practice now that you no longer wobbled and > lacked confidence. You rode > and rode and rode until one day you found the basketball and you started > shooting baskets with the same determination but you still rode your bike > every > day. The role of the teacher here it to look at the overall gains > and learning taking place with the reading and the fast pace of new > learning > with vocabulary, comprehension and then actual transference to writing > skills. It’s important to look too > at what the background of this student is. Was he always a reader? Are > there books at home? Are there opportunities at home to read? And > importantly, > how much time is offered in the classroom at other times for independent > reading? Is there a problem at home? Is this an escape? Or is this a far > more engaging option? > > I am guessing > the teacher is looking for establishing balance for this student and > balance is > a skill that needs assistance and some element of self-evaluation by the > student. Are there rubrics or exemplars by which the student is measuring > the quality > of his rushed work? At grade four > the student is more than able to now make judgments about how well his work > compares to the expectation. > This could be a good place to start. But, my final word on this. Let him > ‘ride his bike’ but with some ‘qualifiers’ (helmet, > distance, time) stated. What a > joyful problem this is. > > > > > > --- On Thu, 21/4/11, judy fiene <[email protected]> wrote: > > From: judy fiene <[email protected]> > Subject: [MOSAIC] Suggestions needed > To: "Mosaic: A Reading Comprehension Strategies Email Group" < > [email protected]> > Received: Thursday, 21 April, 2011, 12:22 AM > > Hi All, > I'm looking for suggestions on what to do with a 4th grade boy who likes to > read and won't do anything else but read (I know, hard to believe). He > reads > instead of doing his homework. He finishes his in-class schoolwork fast in > order to read. The teacher tells her class that if they finish their work > early they could read. So, this fellow finishes early -- rushing -- and > then > reads. He has become somewhat passive in wanting to do anything but read. > Any ideas on how to help his learning be more enriched because of his > willingness to read?? > Judy > > Education would be so much more effective if its purpose were to ensure > that > by the time they leave school every boy and girl should know how much they > don't know, and be imbued with a lifelong desire to know it." > --Sir William Haley, > British newspaper editor and broadcasting administrator > > Please consider the environment before printing this message. > _______________________________________________ > Mosaic mailing list > [email protected] > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > > _______________________________________________ > Mosaic mailing list > [email protected] > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > > -- Judy Education would be so much more effective if its purpose were to ensure that by the time they leave school every boy and girl should know how much they don't know, and be imbued with a lifelong desire to know it." --Sir William Haley, British newspaper editor and broadcasting administrator Please consider the environment before printing this message. _______________________________________________ Mosaic mailing list [email protected] To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
