I hope we don't get to the point where we expect children to name the
strategies they are using in their thinking on assessments. The goal is to
equip our students with a variety of tools they can use to understand what they
are reading. I don't think "Oh, I just visualized", or "I just inferred" when
I'm reading (and I don't want to!). I have been involved in several book
clubs, both personally ("fun reading") and professionally. I joined my
neighborhood book club so I would get to spend time with my neighbors and it
makes me read one fiction book every month. I look so forward to the
discussion we'll have - when I'm reading I'm thinking about things I'd like
clarified by the group or opinions others have about the characters or the
author's writing style. Knowing I'll be discussing the book with others brings
a whole new dimension to the reading and enriches my experience. I loved using
the book club format when I was in the classroom and always suggest it to
teachers who are looking for a way to "push" their kids with their reading.
Choice and accountability to peers really has an influence on children and
their discussions are amazing.
This discussion is clarifying my thinking on how we help our students with
text. I've known for a long time that answering comprehension questions is NOT
teaching comprehension and yet I think many of our teachers are still there.
I'm thinking about my struggling readers and think they need less teacher talk
and more student talk.
As for movies - I never go to the movies and rarely watch them on TV - I'd
rather read! I have had discussions with children on this subject through the
years - some kids enjoy the movie better, some like the book better.
Discussions we have comparing the two are always interesting.
Thanks to everyone for sharing your thinking - I'm learning a lot!
Laura Hocker
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