Jennifer - I can only speak from my own experience, but I find that when rereading "mentor" or "touchstone" texts with my fourth graders, they seem to take away something different with each reading. Sometimes this is intentional because of a strategy focus, and other times it's purely by accident - a new noticing - or deeper meaning. Many times we're rereading from an author's viewpoint, or a content "read to learn" purpose. Whatever the purpose, I try to choose these texts based on my class' interest and need. Each year I find my class is drawn to a different author or text, so I try to match those key texts with the personality and needs of my students. Don't be afraid to model rereading meaningful texts.
Kathy -------------- Original message from "Palmer, Jennifer" <[EMAIL PROTECTED]>: -------------- > I suddenly became aware as I reread this chapter about how Ellin describes > pivotal picture books being used over and over again. This is something I > haven't done before, but I can see it being a very useful way to teach for > depth. I worry that perhaps I won't have enough new thinking to offer when I > reread aloud...or that my kids would simply parrot what I have already said > rather than share new thinking. Any thoughts on how to avoid those issues? > > > Jennifer Palmer > Reading Specialist, National Board Certified Teacher > FLES- Lead the discovery, Live the learning, Love the adventure. > Reading furnishes the mind only with the materials of knowledge. It is > thinking > that makes what we read ours. -John Locke > _______________________________________________ Understand mailing list [email protected] http://literacyworkshop.org/mailman/listinfo/understand_literacyworkshop.org
