I had to think about this post before responding to it... I am thinking that we also want them to remember what it felt like when they read it and when they realized that they understood it. Isn't the emotional, affective side---where we really connect to a book---what makes us love reading? And if the love reading about a particular topic or the works of a particular author...don't we want them to take away the drive to read more? On another note... If you read something at one point in your life, and then reread it later after having many more life experiences---what you take from it is so different.Have you ever taken a favorite book and reread it and been bitterly disappointed in it on the second go round??? So if we want them to remember themes or lessons learned, I think that is good...but not enough since as they grow as readers, the importance of particular themes or ideas will fluctuate. If the kiddos don't like the book, can we expect them to understand it...to take anything away from it? More questions than answers...but I am finding that I like it like that! Jennifer
Beverlee asks "What do we hope kids remember from texts?" I want them to remember what they learned, the lesson, the theme, etc. But also ant them to file the book away in their memory somehow, so that they can call n it when the find another book/poem/event they can connect it too. This is an mportant building block of learning. How can we build in more schema for that? Cathy E -5 -----Original Message----- From: [EMAIL PROTECTED] To: [email protected] Sent: Sun, 6 Apr 2008 7:24 pm Subject: Re: [Understand] Metacognitive look at chapter 2 I want to start by saying I have not read all of today's posts, so I may be edundant. Beverlee asks "What do we hope kids remember from texts?" I want them to remember what they learned, the lesson, the theme, etc. But also ant them to file the book away in their memory somehow, so that they can call n it when the find another book/poem/event they can connect it too. This is an mportant building block of learning. How can we build in more schema for that? Cathy E -5 -----Original Message----- rom: Beverlee Paul <[EMAIL PROTECTED]> o: [email protected] ent: Sun, 6 Apr 2008 2:41 pm ubject: Re: [Understand] Metacognitive look at chapter 2 I am reminded of response journals and how hard it is to take kids from mmarizing (or worse yet, endlessly listing details) in their journals to tually responding to what they're reading. Is that natural...or, if not, what ve we done in education that's caused them to infer that what we want is a sting of what was in a book rather than what connections the book caused to em and their life? I guess my big question is: What is it we hope for kids to remember from xt? Like me, my kids have trouble remembering titles--but I've never deemed at particularly important. Do we want them to remember the plot? The feel of e book? What it left them thinking? What do you think we want to help them member?Judy _______________________________________________________________ ck up or back up–use SkyDrive to transfer files or keep extra copies. Learn w. http://www.windowslive.com/skydrive/overview.html?ocid=TXT_TAGLM_WL_Refresh_skydrive_packup_042008 _____________________________________________ derstand mailing list [EMAIL PROTECTED] tp://literacyworkshop.org/mailman/listinfo/understand_literacyworkshop.org _______________________________________________ nderstand mailing list [EMAIL PROTECTED] ttp://literacyworkshop.org/mailman/listinfo/understand_literacyworkshop.org _______________________________________________ Understand mailing list [email protected] http://literacyworkshop.org/mailman/listinfo/understand_literacyworkshop.org
