Heather,
I find that this is a great strategy for letting them browse for interest.
I've participated in this in a grad class. My question is, would it work for
older students in a larger class if I narrow it down to a particular genre
as mentioned? Would there by any modifications for a high school level?
From: Heather Wall <[EMAIL PROTECTED]>
Reply-To: "Mosaic: A Reading Comprehension Strategies
Listserv"<mosaic@literacyworkshop.org>
To: "Mosaic: A Reading Comprehension Strategies
Listserv"<mosaic@literacyworkshop.org>
Subject: Re: [MOSAIC] appreciating reading
Date: Tue, 6 Feb 2007 18:54:25 -0800 (PST)
In "Still Learning to Read" Sibberson and Szymusiak suggest a "Check It Out!
Circle" where the teacher gathers a number of books (one per student) of a
particular genre (say biographies, or informational) and passes them out to
the kids sitting in a circle. Kids have a short period of time to peruse
them, read the back, flip through, before she rings a bell and they pass the
book to the person on their right and get a new book to peruse. They have
their reading notebooks with them so as they peruse if they find a book they
like they jot down the title. By the end of the cirlce they'll hopefully
have a list of books they're interested in.
Heather Wall/ 3rd grade/ Georgia
NBCT 2005
Literacy: Reading - Language Arts
----- Original Message ----
From: ed alford <[EMAIL PROTECTED]>
To: Mosaic: A Reading Comprehension Strategies Listserv
<mosaic@literacyworkshop.org>
Sent: Tuesday, January 30, 2007 9:33:31 PM
Subject: Re: [MOSAIC] appreciating reading
Have you tried 60 second book talks? You could model one each day
for a week, and then let other students volunteer. Even 30 seconds can be
effective. I would be firm about the time limit. It forces kids to
summarize. I would keep it in volunteer form, no points attached, so the
kids would be more likely to be sincere.
I also recommend limiting the written responses required of
students. As adult readers, we like to read for pleasure and not be held
accountable for each thing we read.
7th graders need to be able to make choices whenever possible in
regard to genre and with type of response they choose. Have you considered a
matrix or Bingo type format of reading responses where they would have a
menu of reading and response options? You could draw upon the different
types of intelligences as well as the varying reading levels of the group in
this way. Writing is intimidating to some kids and speaking in front of the
group can be also. With a menu or a contract, students could choose to
complete X number of activities or books for an A, X number for a B, etc.
-----Original Message-----
From: [EMAIL PROTECTED]
[mailto:[EMAIL PROTECTED] On Behalf Of Ann
Sent: Tuesday, January 30, 2007 5:17 AM
To: Mosaic: A Reading Comprehension Strategies Listserv; [EMAIL PROTECTED]
Subject: [MOSAIC] appreciating reading
My 7th graders are reading at home (self-selected books) for 15 mins/daily
and doing a quick summary or reflection. I only check for completion of
these logs, but I do require a parent's signature which certifies that they
observed their child reading over each two week period.
Once a month, students need to do an oral book talk 3-5 mins. in length. My
requirements are to make a brief summary and a connection, do a short oral
reading from the book, and why they would recommend this book to others. I
have also required they read a variety of genres.
In February, I am planning to add a longer reading response to their
reading. They will be doing a two paragraph response. The first is a brief
summary of what is currently happening in their book, and the second
choosing a specific prompt to respond. Examples and/or details from the book
must be used to back up this response. Each student will need to turn in
two a month.
I will be starting literature circles in February, so that will provide
students with additional reading with more in-depth conversations about
their reading with their peers on a biweekly basis.
I'm oral reading to one of my classes because we have 15 mins extra built
into our schedule for the entire building for that purpose. The other class
periods are only 50 mins. long, so that really defines how much can be
accomplished in one class period. I am still accountable for teaching many
writing skills too.
I'm doing all of this and I still have students who hate reading! Even
though their books are self selected, students don't want to be accountable
for any assignments and don't want to take time to read. There are too many
other things to do....computer, video games, extracurricular activities,
etc....away from school.
Does anyone have any suggestions on how to move students to an appreciation
for reading?
Ann
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