I love the first chapter. The author includes many books that I
enjoyed as a child and then books that I have read with my students.
I believe many of the things that she said. I ask all of my students
to read at least 25 books during their year with me. It is 2nd grade
so we start off with easy books, but I tell them most of the books
they read will be early chapter books. Almost always the students
leave me loving reading as much as I do. I model, model, model. And
we do read two books together at least they read along with me as I
model my own thinking. They keep a response journal that they take
with them when they leave. We have book chats on Friday and they make
suggestions of who would love to read their books. We do Buddy
reading and individual reading and lit circles. The classroom is
about reading. I love this book.
Pat K
On Jul 8, 2010, at 8:20 AM, Rhonda Brinkman wrote:
Good morning everyone,
Here's my chapter 1 response:
At the beginning of my teaching career whole language was huge.
Novels and
novel units were the way to teach and engage students in reading.
Actually
teaching reading this way was mostly positive because it was new to
the
students and took them away from traditional basal reading.
Although teaching novels was mostly positive, I was still frustrated
with
meeting all the students’ needs and reading interests. My own
children,
who are great readers and love to read, would tell me how they
disliked
all the activities the teachers gave with the books. They would ask me
“Why can’t we just read the book?”
This had me thinking. . .”There has to be a better way to teach
reading?”
So in the words of Ellin Keene I became a “fervent learner” of
teaching
reading. I became obsessed with reading and studying works from
Patricia
Cunningham, Cheryl Sigman, Stephanie Harvey, Ellin Keene, and now of
course Donalyn Miller.
Now, I really do not like the activities and projects. I focus more on
discussion and journal writing. It has made reading much more
authentic.
Rhonda
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