I love this explanation and addition to the 5 Finger Rule! I plan to
add this in my toolkit for teaching students how to choose books.
I had a large group of high level readers this past year in 4th
grade. Many devoured Harry Potter and were capable of the reading
(both readability and emotionally) but then there were several very
low readers
(reading about second grade level) who also wanted to be as their
peers during reading workshop so would sit and stare or simply flip
the pages and were just pleased to have a thick popular book on their
desk OR who actually could discuss the books because they had seen the
movies.
I usually suggested they take them home to read with someone there. I
like this new idea of having them create their own plan...
thanks
Linda
On Jul 14, 2010, at 7:26 AM, judy fiene wrote:
I would never discourage a student from reading a book in which they
were
interested. The only time this would happen is if the book was not
at the
student's emotional level. Our goal as teachers is to find that
"magic book"
that will get them hooked for life. Usually, life long readers have
one. I
teach my preservice teachers (yes, I am one of those people) the 5
finger
test. I'm sure all of you know of that test, but I have a different
take on
the ending. One finger -- "easy book" -- good place to practice their
fluency. Two or three fingers up -- "just right" -- good place to
practice
decoding and comprehension strategies. More than five fingers up --
this is
their "challenge" book and they need a plan. They don't need to put
it down
-- just find a plan. Are they going to get the book on tape? Are
they going
to read it with someone? Are they just going to look at the pictures?
Whatever the plan, I accept it -- THEY are the keepers of the plan
-- not
me. As readers ourselves -- we make plans when we decide to read.
Think
about it....a research paper, I need the TV off and at my desk, no
distractions....a book by Nora Roberts, I could be on the couch and
the TV
could even be on, reading the paper, I could skim it and just look
at the
captions for insight... So...when I conference with them -- we
discuss the
type of book they are reading (easy, just right, challenge) and go
from
there. As you all know comprehension is at all levels. Our ultimate
goal is
to get our students to pick up a book and read -- because they WANT
to not
because they HAVE to.
Judy
On Tue, Jul 13, 2010 at 7:33 PM, <suzteac...@aol.com> wrote:
I have trouble allowing total free choice because it is so
important that
students are reading books at the appropriate level. We were highly
encouraged to tell students that they could not read "Harry
Potter" or
"Twilight"
if we know that the book level is too difficult. We were coached
at how we
could help the kids come up with these conclusions on their own. I
still
felt that I was the one saying no. This makes me uncomfortable.
"even the kids who struggle to read these can pair up with a higher
reading
partner for interesting reading and discussions!"
This sounds like a good plan, except that at books as long as the
ones i
mentioned, it would take forever to get through them.
Suzanne/4th/NY
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--
Judy
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