Tim, could you explain what you see happening with repeated readings of songs, that is leading to improved fluency? How does it work? Maybe this would help highlight where the work is for older kids. (Does the music provide a certain type of support?)
What do we want them to notice about this text? What makes it hard to read? Which are the tricky parts and what makes it tricky? These questions work at any age. Maybe w/ older kids you could take out a key word and offer some possible replacements and have the group decide why one choice is better than another. Is it tricky for older kids to move fluidly between different cueing systems (meaning, structure, word/sound) to help them deal w/ tricky parts. Is dealing with punctuation tough? or creating intonation which enhances meaning? Maybe the music provides support, hints at meaningful intonation, which kids might have trouble with when reading text without the music. Would it work to look at the lyrics together w/o telling them its a song, then later adding the music? Another great activity is to have kids change the genre of the piece. Has anyone tried asking kids to take the lyrics of a song and turn it into poem? or narrative? or informational piece? or a letter? Or even better, take a tricky and meaning rich piece of narrative an turn it into a song. What music would set the right tone? pace? emotion? to match the deeper meaning, language structure. Just a few more ideas to add to the mix. Heather On Jun 24, 2007, at 11:14 PM, Debbie Goodis wrote: > Yes, we used to do this in pre-K. When children knew a song we > would change a word or two or a phrase and let the children notice. > Of course, they would "scold" us for singing it wrong. In my class > I have given tickets to students who find my mistakes when I'm > writing something on the board. What if teachers pulled this same > trick with reading words to songs or poems. For example, we would > all be reading chorally when the teacher would make sure the > students heard her read something wrong. It would keep the kids on > their toes and really engaged because they love to hear the teacher > make mistakes and then to correct her. This would only work for > younger students, of course. Maybe a different version for older > kids? Someone who works with them might be able to think of > something similar. > Debbie > > > --------------------------------- > Don't get soaked. Take a quick peak at the forecast > with theYahoo! Search weather shortcut. > _______________________________________________ > Mosaic mailing list > Mosaic@literacyworkshop.org > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/ > mosaic_literacyworkshop.org. > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > _______________________________________________ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
