Bouncing of Linda's idea. This year I tried a new concept called a Read Around. I asked my media specialists to pick 30 books of a variety of levels/genres and the kids had an opportunity to spend time with each book and add it to his/her "shopping list." I returned them to the library and sent small groups to check out books off their shopping list. I introduced this after hearing about it from a teacher who saw Steven Layne at the CCIRA. It really sparked an interest with my students in new authors/genres, etc. We also took time in a sharing circle to talk about which book they checked out and why they chose it. Then they wrote book reviews. The book reviews were not just shared in the classroom, but with the entire school. I really loved this approach to learning about different genres/authors and I will continue with it next year.
I haven't yet reached Chapter 6..only on Chapter 4, but I am loving the book and I have to say after seeing Ellin in February and now reading her new book....I can't wait to start teaching again in August. I am so excited to see so many things that I am doing right and where to take my kids next!!! Lynnelle Winter 5th grade LA/SS-Jenks West Intermediate ----- Original Message ----- From: <[EMAIL PROTECTED]> To: "Special Chat List for "To Understand: New Horizons in Reading Comprehension"" <[email protected]> Sent: Saturday, June 21, 2008 4:27 PM Subject: Re: [Understand] leveled texts... >I read, with much interest, your comments on Ch. 6 and the dilemna we often >face as reading specialists when it comes to our kids holding leveled texts >in their hands. And, while I agree with everything you shared, I have a >possible option that takes leveled books out of kids hands for a short time >and replaces them with what I call "Look" books. > > I tried this for the first time this year with my strugging kindergarten > and first grade groups. Every Monday was our shopping day when the kids > would look for books at their independent and/or instructional levels to > take home to read. This practice went on for several months until one day > I decided to see what would happen if these same children were given an > opportunity to select any book in my room with the understanding that they > would 'read' it as well. The 'read' assignment became the focus of my > mini-lessons to teach them how to 'read' illustrations, photographs, > graphs, etc. - anything that was NOT text - in such detail that they could > have a conversation around that information. Even if the end result was > not exactly the message that was sent through the text, I hoped that the > interest in selecting the text in the first place would spawn inferences > and natural comprehension based on their desire that connected them to the > text in the first place. We call them "Look" > books because we do not decode them - we look at them. Of course, when > they find a word they do know, they're even more excited to share it with > me. > > The end result after weeks and weeks of modeling and discussion as a group > was young, struggling readers (after 'looking' at the chosen text first) > sitting with a partner and discussing what is going on in each of their > 'look' books. What originally was supposed to be a 10-15 minute process > of choosing books to take home for the week, turned into a full half hour > of shopping with more interest and asking for time to then share their > special 'look' book with a friend. > > There was never less interest in shopping and checking out 'just-right' > books. This was always the first part on our shopping day. But, the > interest generated with the anticipation of finding a text that might have > been considered 'off limits' was a real boost for these struggling > readers. > > My concern lies in the classrooms that place so much value on leveled > texts at the exclusion of what attracts all of us to texts in the first > place - an intrinsic desire amd interest to find out what lies behind the > cover based on a connecton we make with that text. And while I totally > believe that children need many opportunities every day to read texts they > can decode and understand to move them to higher levels, a few 'look' > books can keep that interest going. > > Linda > > -------------- Original message -------------- > From: [EMAIL PROTECTED] > >> In rereading chapter six today, these passages also smacked me right in >> the >> forehead...pg 149 >> >> "I fully support the need to have a clear idea of a child's current >> performance level in reading. I understand that if children consistently >> read >> texts >> that are too easy or too difficult for them they may well become >> disinterested, frustrated and disengaged. I understand that, too often, >> teachers >> have not >> paid close enough attention to the level and quality of the books >> children >> read. However I want to argue for a more moderate approach to book >> selection >> and especially to leveling given its limitations." >> >> Then later on page 150, Ellin talks about using different levels for >> different purposes...varying text difficulty depending on what you are >> teaching. >> Ellin writes "I propose that at any given time students have books in >> their >> possession that address at least two levels of challenge: first a book at >> their >> instructional reading level...second a book they may find >> challenging...at >> least with respect to ideas." >> >> The reading specialist in me is having a hard time with this...I have >> read >> so much research on the importance of the volume of reading...of reading >> lots >> of instructional and independent leveled text and I know that a difficult >> book >> slows you down as a reader and so you read less...and that isn't good for >> a >> struggling reader. YET...I totally understand that ALL kids need rich, >> difficult text to practice comprehension strategies...and to learn to >> value the >> struggle. >> >> I read all of Ellin's arguments here, and I get the idea of reading for >> different purposes, of scaffolding difficult books for kids but the tiny >> reading >> specialist voice in my head keeps saying "Yes, but..." >> >> I would love to hear everyone else's thinking on this topic... >> Still struggling here in Maryland... >> Jennifer >> >> >> >> **************Gas prices getting you down? Search AOL Autos for >> fuel-efficient used cars. >> (http://autos.aol.com/used?ncid=aolaut00050000000007) >> _______________________________________________ >> Understand mailing list >> [email protected] >> http://literacyworkshop.org/mailman/listinfo/understand_literacyworkshop.org > _______________________________________________ > Understand mailing list > [email protected] > http://literacyworkshop.org/mailman/listinfo/understand_literacyworkshop.org > _______________________________________________ Understand mailing list [email protected] http://literacyworkshop.org/mailman/listinfo/understand_literacyworkshop.org
