Absolutely -- the 'challenge' book is only part of what they should be reading. The other book(s) would depend on their personal goals for reading. Those goals are co-created with the student and me and redefined as he/she meets their goal. If the student has issues with word recognition which may be preventing the student from reading more fluently, then a book or two (that they choose) at their high independent level will need to be read daily as well. I don't want to overwhelm the student with too many books. As mentioned by Miller, you need to know the reading needs of each of your students. Once the student completes the challenge book -- together, during our reading conference, we discuss 'just right' books that the student might be interested in reading. Again, knowing the interests and the ability of the student is what is very important throughout the process. Hope that explains more. Judy
On Jul 15, 2010, at 2:26 AM, beverleep...@gmail.com wrote: > True, but would you agree that their challenge book has to be only PART of > what they read? > Sent from my BlackBerry Smartphone provided by Alltel > > -----Original Message----- > From: judy fiene <jfie...@gmail.com> > Sender: mosaic-bounces+beverleepaul=gmail....@literacyworkshop.org > Date: Wed, 14 Jul 2010 06:26:40 > To: Mosaic: A Reading Comprehension Strategies Email > Group<mosaic@literacyworkshop.org> > Reply-To: "Mosaic: A Reading Comprehension Strategies Email Group" > <mosaic@literacyworkshop.org> > Subject: Re: [MOSAIC] Book Whisperer - ch 2 > > 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 >> _______________________________________________ >> 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. >> >> > > > -- > Judy > > Please consider the environment before printing this message. > _______________________________________________ > 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. > _______________________________________________ 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.
