I'll try to respond in paragraphs instead of my old offensive style and hope that works better for you all. Please let me know if this is less confusing. As I wrote in an earlier post, I think the charts on pp. 24-27 are brilliant.
In response to what happens in our minds Jennifer wrote, "I wonder if certain genres or writing styles would lead to certain ways of thinking and make us more susceptible to some of Ellin's listed outcomes and not others..." She found this to be true and I agree. I think we can take it even further though by saying that what we bring to the table (schema, personal BK) enormously affects what happens in our minds. Many of these outcomes happen in my mind because of who I am. Jennifer wrote, "I was trying to pay attention to my own inner conversation as I reread this chapter to try to determine what outcomes of understanding I was experiencing." Instead of applying these charts to the reading of this book, I decided to have a go at applying them to the piece of fiction I am currently reading, "People of the Book." Truly, because it is a well written and engaging book, I experience nearly all of these outcomes as I read. Referring back to that BK, when I consider "A sense of what makes this text distinct," I consider reading the author's 2 previous books (also historical fiction), the fact that I know March to be a good writer--that I trust her to have produced another good book, and the very different format of this one. Another outcome that has a great deal to do with who I am--and what I hope for my students--is the desire to discuss. How I would love to be able to stop every few chapters and share my insights and hear the findings of others. (Personal reflection: in the last few years I have come to believe that most learning comes through conversation so I have been working intensely on developing possibilities for my third graders.) The outcome that most interests me personally and as a teacher (at this moment) is "clear recollection." I read aloud a picture book daily as part of our shared reading. I spend a great deal of time selecting just the right text for the minilesson. I find that kids are immediately engaged, but often have trouble remembering previous texts. Those who do recollect the text (story) often forget the title. I am known to be reading aloud only to pause and say, "Ooooh, I'm having a huge text-to-text connection right now." Then I just pause and wait. It's quite amazing what happens: they almost always connect other text. I'll say, "Oh, that wasn't what I was thinking of, please explain your connection." What other methods do all of you have for encouraging "clear recollection?" Finally, if you're not entirely sick of my thinking yet, I loved what Jennifer wrote about "what happens in our lives." These dimensions are what I live for in reading, the gifts of a good book. And I fully agree with her about the addition of "FUN," the joy that engagement with text brings. BUT, I must go back to that memory thing. Keene writes, "Ultimately, our insights become potent and lasting--and we remember." So I guess my big question is: What is it we hope for kids to remember from text? Like me, my kids have trouble remembering titles--but I've never deemed that particularly important. Do we want them to remember the plot? The feel of the book? What it left them thinking? What do you think we want to help them remember? Judy _______________________________________________ Understand mailing list [email protected] http://literacyworkshop.org/mailman/listinfo/understand_literacyworkshop.org
