Hmmm... Do you think that the teachers in Johnston are restating what the kids say? I think she is simply labeling for them why what they said is important. I think that the language the teacher uses is more about process...focusing kids attention on the how...and the why...but not polishing their words. Example: A middle schooler states that she re-read a passage and when she did, she discovered that the character was really unhappy. The teacher doesn't restate in prettier words about the inference and the character, she focuses on the rereading...maybe with a question like "how did that rereading help you?"
Maybe you can give us some examples of dialogue in Johnston or in your classroom that we can analyze together. I think there is value in looking at REAL student/teacher interactions together as a group and think them through... Jennifer -----Original Message----- From: Mosaic [mailto:[email protected]] On Behalf Of [email protected] Sent: Monday, February 18, 2013 7:55 PM To: Mosaic: A Reading Comprehension Strategies Email Group Subject: Re: [MOSAIC] Opening Minds I was a reluctant reader of Opening Minds because I tried to read Choice Words, and I didn't like that book at all. I couldn't finish it. At Jennifer's urging, I bought Opening Minds. I have started it. I'm in chapter five. And... wouldn't it be ironic for me to be closed minded about a book called opening minds? :) Either the two books are very different, or I'm at a completely different place in my understanding. (or both) Our school's next book group book is How Children Succeed by Paul Tough. So far I think that book is about what to do. Opening Minds is more about how to do it. I often need more help on the how. One thing I've noticed in Opening Minds is that the teachers restate what the student has said. When I do that in my classroom, my students (8th graders) tell me that is NOT what they said. I think they recognize that I polished their words, and they seem to be angry with me. I think I must be doing something the wrong way, and I'd love to hear how some of you successfully work with restating with middle schoolers. Earlier this year, I had them read some sample dialogues of students discussing books. I thought that if they could read something more sophisticated, they could follow the examples. Instead some (not all) of the students seemed upset that they were expected (1) to stay on topic (2) to try to discover the meaning of the text. I am at a mostly middle class school, and I am not asking these students to do anything beyond their abilities, but this is a school where everyone is expected to succeed. I think we're a school that tries to shield the kids from anything that is hard. I'm looking for ideas from other middle school teachers. _______________________________________________ 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
