Re: [MOSAIC] Bill's thoughts
Wow I am loving all the close examination of what we're practicing as reading teachers. I like your bike analogy Bill. I do ride without conscious strategic thinking most days, but I happen to be a beginner triathlete and suddenly I need to be very strategic about riding hills, shifting gears and there is a lot of deliberate strategy going on with this bike riding experience. I am a better rider because of it. I can understand Nancie's point that direct strategy instruction especially belongs when facing more difficult nonfiction text. I just like introducing it in the comfort of fiction. But I think we would all agree that of course reading for enjoyment and understanding is our focus. That's what we're all about and the reason we care so much about helping kids become masterful and delighted readers. Happy Reading Everyone, Gina _ PC Magazines 2007 editors choice for best Web mailaward-winning Windows Live Hotmail. http://imagine-windowslive.com/hotmail/?locale=en-us&ocid=TXT_TAGHM_migration_HM_mini_pcmag_0507 ___ 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.
Re: [MOSAIC] Bill's thoughts
Gina said "But I think we would all agree that of course reading for enjoyment and understanding is our focus. That's what we're all about and the reason we care so much about helping kids become masterful and delighted readers." You would thing that, Gina, but we have had a few teachers comment on how they only teach reading and could care less if the students enjoy it or not. It's one of the reasons I didn't participate as much during the past few months. I can remember one teacher commenting that her husband could read well, but he didn't necesarily enjoy it, and enjoyment did not make for better reading. Her job was to teach the kids to read better, not build enjoyment. I was so shocked, I couldn't even comment on it Bill ___ 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.
Re: [MOSAIC] Bill's thoughts
Do you think that people can value a book without thinking it's fun? I'm reading the book READING REASONS by Kelly Gallagher. He says he wants his students to value the books he assigns. They do not necessarily have to like the books. Jan -- Original message -- From: "Bill Roberts" <[EMAIL PROTECTED]> > > > > You would thing that, Gina, but we have had a few teachers comment on how > they only teach reading and could care less if the students enjoy it or not. > It's one of the reasons I didn't participate as much during the past few > months. I can remember one teacher commenting that her husband could read > well, but he didn't necesarily enjoy it, and enjoyment did not make for > better reading. Her job was to teach the kids to read better, not build > enjoyment. I was so shocked, I couldn't even comment on it > > Bill > > > ___ > 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.
Re: [MOSAIC] Bill's thoughts
On 6/3/07 10:10 AM, "[EMAIL PROTECTED]" <[EMAIL PROTECTED]> wrote: > Do you think that people can value a book without thinking it's fun? I'm > reading the book READING REASONS by Kelly Gallagher. He says he wants his > students to value the books he assigns. They do not necessarily have to like > the books. > Jan > > One of my students said the book she thought was most important to her in 6th grade was a book she disliked very much. She said having to reflect on it with friends who did like it taught her a lot! By the way it was One-eyed Cat. Half my class LOVED it and half my class DISLIKED IT INTENSELY. I've never had that happen befor.e sally ___ 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.
Re: [MOSAIC] Bill's thoughts
> Do you think that people can value a book without thinking it's fun? I'm > reading the book READING REASONS by Kelly Gallagher. He says he wants his > students to value the books he assigns. They do not necessarily have to > like the books. > Jan > THE BIBLE has value, but many don't necessarily enjoy it, but I do think that if you enjoy it, you get more out of it. By enjoyment, I mean ACTIVE reading. When the time passes so quickly, you aren't even aware of the reading. When you are in the Zone. A lot of this depends on your purpose for reading. Reading a phone book isn't pleasurable, but getting that pizza delivered is pleasureable. If I read a sad book and cry at the end, is it considered "enjoyment?" You bet! Because I was actively involved in the story and had an emotional stake in the characters. My comment was about teachers who don't think enjoyment is a factor to teaching reading. To get BETTER at reading, you have to enjoy it. Otherwise, you won't continue. That's true for anything. If I suck at basketball, I won't go out and play. Show me some moves, let me practice a little and I might change my opinion. That's what we need to do for our kids. Once they CAN read well, then they can give a book value. Sometimes reading is necessary but not enjoyable. I don't like a lot of the YA books, but I do read a few from time to time. Hate Lemony Snicket and R.L.Stine, but I know they have value for the kids. Gallagher also teaches high school and most of his reasons for reading are geared towards older students who (hopefully) are on their way to college so reading takes on more practical (i.e. money and jobs) stance. I don't see using most of his reasons even for my middle schoolers...thinking of their futures is so far beyond their capabilities. I think his book DEEPER READING is much better. Bill ___ 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.
Re: [MOSAIC] Bill's thoughts
Bill, I think I would say that to get more out of reading, it has to be purposeful. Reading enjoyment is a potential purpose. So is figuring out how to repair your car, hook up a computer, research your position, etc. My husband is an avid reader of all things technical. He is purposeful and skilled in his reading. Like you, I often read for enjoyment and am just an odd enough egg to find I enjoy professional reading as much as a good novel. If reading is drudgery, certainly children avoid it. I have found the deep discussions that readers who are learning to apply thinking strategies are a way into the literacy club. And I have to say again that as a lifelong reader, I feel further empowered by reading and discussing Mosaic and actively applying those strategies to my own reading. My own feeling is that this work is just as effective working with short, meaningful provocative pieces and that perhaps that is where the focus instructionally should be. Let the kids go off road with novels. Lori On 6/3/07 12:49 PM, "Bill Roberts" <[EMAIL PROTECTED]> wrote: >> Do you think that people can value a book without thinking it's fun? I'm >> reading the book READING REASONS by Kelly Gallagher. He says he wants his >> students to value the books he assigns. They do not necessarily have to >> like the books. >> Jan >> > > THE BIBLE has value, but many don't necessarily enjoy it, but I do think > that if you enjoy it, you get more out of it. By enjoyment, I mean ACTIVE > reading. When the time passes so quickly, you aren't even aware of the > reading. When you are in the Zone. A lot of this depends on your purpose > for reading. Reading a phone book isn't pleasurable, but getting that pizza > delivered is pleasureable. If I read a sad book and cry at the end, is it > considered "enjoyment?" You bet! Because I was actively involved in the > story and had an emotional stake in the characters. > > My comment was about teachers who don't think enjoyment is a factor to > teaching reading. To get BETTER at reading, you have to enjoy it. > Otherwise, you won't continue. That's true for anything. If I suck at > basketball, I won't go out and play. Show me some moves, let me practice a > little and I might change my opinion. That's what we need to do for our > kids. Once they CAN read well, then they can give a book value. Sometimes > reading is necessary but not enjoyable. I don't like a lot of the YA books, > but I do read a few from time to time. Hate Lemony Snicket and R.L.Stine, > but I know they have value for the kids. > > Gallagher also teaches high school and most of his reasons for reading are > geared towards older students who (hopefully) are on their way to college so > reading takes on more practical (i.e. money and jobs) stance. I don't see > using most of his reasons even for my middle schoolers...thinking of their > futures is so far beyond their capabilities. I think his book DEEPER > READING is much better. > > Bill > > > ___ > 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. > -- Lori Jackson District Literacy Coach & Mentor Todd County School District Box 87 Mission SD 57555 http:www.tcsdk12.org ph. 605.856.2211 Literacies for All Summer Institute "Literate Lives: A Human Right" July 12-15, 2007 Louisville, Kentucky http://www.ncte.org/profdev/conv/wlu ___ 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.
Re: [MOSAIC] Bill's thoughts
Lori said > I think I would say that to get more out of reading, it has to be > purposeful. Reading enjoyment is a potential purpose. So is figuring out > how to repair your car, hook up a computer, research your position, etc. . I agree, but doesn't reading that technical book ultimately bring you pleasure? Reading a cookbook brings me pleasure once I bite into that chocolate chip cookie. Technical reading can still be "fun" for the person reading it. Reading that chapter in the text may not bring pleasure, but passing the chapter test and bringing home a good grade does. Sometimes you don't even know it, but have you ever had one of those moments where you remember something you read weeks or months ago and it suddenly has meaning for you? If you look at the strategies, many of them create pleasure! Predict something in the book? If it happens, you feel pleasureif it doesn't happen, you still feel pleasure because you didn't see it coming! Making connections creates pleasure. Inference also. It's the pleasure derived from that "AHA!" moment, but it does add to the experience. It's almost Freudian, but it still comes down to pleasure versus pain... Bill ___ 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.
Re: [MOSAIC] Bill's thoughts
Except my Statistics book My purpose was to survive!! ;-) Lori On 6/3/07 4:53 PM, "Bill Roberts" <[EMAIL PROTECTED]> wrote: > Lori said >> I think I would say that to get more out of reading, it has to be >> purposeful. Reading enjoyment is a potential purpose. So is figuring out >> how to repair your car, hook up a computer, research your position, etc. > . > > I agree, but doesn't reading that technical book ultimately bring you > pleasure? Reading a cookbook brings me pleasure once I bite into that > chocolate chip cookie. Technical reading can still be "fun" for the person > reading it. Reading that chapter in the text may not bring pleasure, but > passing the chapter test and bringing home a good grade does. Sometimes you > don't even know it, but have you ever had one of those moments where you > remember something you read weeks or months ago and it suddenly has meaning > for you? If you look at the strategies, many of them create pleasure! > Predict something in the book? If it happens, you feel pleasureif it > doesn't happen, you still feel pleasure because you didn't see it coming! > Making connections creates pleasure. Inference also. It's the pleasure > derived from that "AHA!" moment, but it does add to the experience. > > It's almost Freudian, but it still comes down to pleasure versus pain... > > Bill > > > ___ > 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. > -- Lori Jackson District Literacy Coach & Mentor Todd County School District Box 87 Mission SD 57555 http:www.tcsdk12.org ph. 605.856.2211 Literacies for All Summer Institute "Literate Lives: A Human Right" July 12-15, 2007 Louisville, Kentucky http://www.ncte.org/profdev/conv/wlu ___ 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.
Re: [MOSAIC] Bill's thoughts
This is an interesting thread. I have read books that made me angry or that I found offensive, such as My Sister's Keeper by Jodi Picoult. I can't say I didn't like the book or that I've ever kept reading a book I didn't like. However, there are times when kids give up on books too early saying they don't like them . Perhaps if they had stayed with that book a little longer they would end up liking it. Also, if you don't spend a reasonable amount of uninterrupted time reading so that you can "get into" a book then you won't like what you're reading because you can't involve yourself with a story line or the characters if you read in short burps. I find this is true for me as an adult. Sometimes, I just pick up a book and read 1/2 page before I'm interrupted. If this happens too often I end up not enjoying reading it. I find that I have to stick with a book for at least 50 - 60 pages before I put it down if I don't like it. Could this be what Kelly Gallagher is trying to get at in his comment? I valued My Sister's Keeper but I didn't like the ending. I know others who didn't like the book. Make sense? Elisa Waingort Calgary, Canada Do you think that people can value a book without thinking it's fun? I'm reading the book READING REASONS by Kelly Gallagher. He says he wants his students to value the books he assigns. They do not necessarily have to like the books. Jan ___ 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.
Re: [MOSAIC] Bill's thoughts
I think balance comes into play here. My feelings about reading for fun versus deeper value in reading change depending upon the group I am teaching and the method I am using to teach. If I have a group of big readers--then I believe I can challenge them with books that start very slow, or where the value is in the interpretation and the discussion rather than the quick plot and funny characters. At the end, they might say it was their favorite book (because they loved the deeper value) or that it was valuable, but not their favorite (I am okay with that). If my group has not yet found much to enjoy about reading, then I am looking for books that grab them from the start and hold on to them. This is particularly true of they are reading independently. Eventually, I want my students to read for many reasons, as Gallagher encourages, but when they have not yet caught any sort of reading bug, I find the need to focus on the fun, particularly in elementary where reading more is what grows a reader. :)Bonita California Grade5 >Could this be what Kelly Gallagher is trying to get at in his comment? I >valued My Sister's >Keeper but I didn't like the ending. I know others who >didn't like the book. > Make sense? > Elisa Waingort > Calgary, Canada > > Do you think that people can value a book without thinking it's fun? I'm > reading the book >READING REASONS by Kelly Gallagher. He says he wants his > students to value the books he >assigns. They do not necessarily have to > like the books. > Jan > > ___ 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.
Re: [MOSAIC] Bill's thoughts
"...Sometimes, I just pick up a book and read 1/2 page before I'm interrupted. If this happens too often I end up not enjoying reading it. I find that I have to stick with a book for at least 50 - 60 pages before I put it down if I don't like it. Could this be what Kelly Gallagher is trying to get at in his comment? I valued My Sister's Keeper but I didn't like the ending. I know others who didn't like the book." For many readers, it's the writing that brings enjoyment, not the storyline. I love an author who can use metaphors and figurative language. I've also disliked scenes in a book, or parts of a plot, such as when a favorite character dies, but it doesn't detract from my enjoyment of the writing or the story. I know a lot of times I will read a book because everyone else has read it, recommended it, or it's the hottest thing around. DA VINCI CODE, for example. I disliked the book because it's badly written, moves slowly as a thriller, and ver predictable. However, I did enjoy the play of history and myth, but I knew the history of Mary and the Grail. Brown had just enough REAL history to make his premise come alive and it became more than just a book. Any book that creates discussion and thought as it did has value, but did I like the book? No, but I did enjoy the ideas. I tried reading ERAGON, but I can't get past the first 40 pages because the writing is so bad. I may never read it. A book can be enjoyed for its story, its ideas, its characters, its writing style (Ann Dillard and Ray Bradbury are masters of metaphor!).even its art! I remember loving TREASURE ISLAND not because of the story, but because of the wonderful art by Howard Pyle! I think having the time to get into a story is important, but one of the problems with kids and reading is lack of background knowledge. They can't get into a book because they can't make a connection. That's an important factor in getting them to "enjoy" anything new. Music, art, books, history, movies --- heck, even food! I know some people feel that our job is to teach, not entertain, and I agree with them; but if the content is made palatable, the kids won't eat it. How many of us have children of our own who wouldn't eat their veggies and we "flew the little plane into the hanger" to try and get them to eat? Bill ___ 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.
Re: [MOSAIC] Bill's thoughts
- Original Message - From: "Bonita" <[EMAIL PROTECTED]> >I think balance comes into play here. My feelings about reading for fun >versus deeper value in reading change depending upon the group I am >teaching and the method I am using to teach. .. Eventually, I want my >students to read for many reasons, as Gallagher encourages, but when they >have not yet caught any sort of reading bug, I find the need to focus on >the fun,... Maybe the problem we are having is our definition of "FUN".A book that is a cliffhanger or page-turner can be fun, but so can a technical manual. Whatever we consider fun is going to vary based on our backgrounds. Whether it stimulates my critical thought or my funny bone, it still can be thought of as "Fun." Reading the BIBLE isn't considered fun for most, but it can be calming, comforting, and brings pleasure to its readers; but reading the manual for my remote control can bring me happiness and pleasure of a different sort. If I worked for a job that required reading tedious reports or manuals, I still gain pleasure eventually because reading those will make my job more productive and, hopefully, more rewarding with pay raises and promotions. >From Wikipedia: The pleasure principle and the reality principle are two psychoanalytical terms coined by Sigmund Freud. Respectively, the desire for immediate gratification versus the deferral of that gratification. Quite simply, the pleasure principle drives one to seek pleasure and to avoid pain. However, as one matures, one begins to learn the need sometimes to endure pain and to defer gratification because of the exigencies and obstacles of reality: "An ego thus educated has become reasonable; it no longer lets itself be governed by the pleasure principle, but obeys the reality principle, which also at bottom seeks to obtain pleasure, but pleasure which is assured through taking account of reality, even though it is pleasure postponed and diminished" (Sigmund Freud, Introductory Lectures 16.357). That's what we want for our kids. Bill ___ 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.
Re: [MOSAIC] Bill's thoughts
I'm going to turn this discussion over on its head.
What I want for students is for them not to hate and be cynical about
everything. For them to understand that the degree to which they enjoy,
engage in, are interested in something comes from their own heads,
hearts, and experiences and not from any antics a teacher can perform
to entertain them.
I have a bit of a problem with the word "fun" although I do use it. I
would like students to be interested in what they read. To find
themselves and bring themselves to what they read. And to understand
that some reading will be dry and tedious but might be necessary for a
bigger piece of the pie later on.
I have been substitute teaching this year. When I have the great
pleasure of being in a class that has some SSR time, I always ask at
the end, "Raise your hand if you're reading a book you really like"
("kind of like". "really dislike"...) and I've been saddened by the
number of students who are reading something they don't like. I always
ask, "Why?"
What I don't want is for students to think that reading is a long
string of putting together a series of skills, and that's where I have
a problem with the deconstruction of strategies, even *THE* strategies,
and turning them into skills to check off on an assessment sheet, a
database, or a report card. What I don't want is for students to think
that the only reason to read is to pass a test, finish an assignment,
please the teacher, get a higher grade.
I don't need every child to think reading is fun. Everybody will not
become a reader of Jodi Picoult, of Annie Dillard, of D.H. Lawrence.
Some people will become readers of John Grisham, of Dean Koontz, of
Stephen King, of People magazine. Some people will become readers of
the daily newspaper, the tide tables, the sports columns. Some people
will decide that the best thing to do when you have free time is not to
read a book, but to play hockey or soccer, build furniture, play in the
symphony, crochet afghans for new babies, volunteer at a non-profit,
walk-precincts during election season, organize unions, work second
jobs. Third jobs. Go fishing.
I like to encourage students to read something that interests them.
Those students who have nothing that interests them have bigger
problems than not wanting to read. That's my opinion.
Renee
On Jun 5, 2007, at 8:29 AM, Bill Roberts wrote:
>
> - Original Message -
> From: "Bonita" <[EMAIL PROTECTED]>
>
>> I think balance comes into play here. My feelings about reading for
>> fun
>> versus deeper value in reading change depending upon the group I am
>> teaching and the method I am using to teach. .. Eventually, I
>> want my
>> students to read for many reasons, as Gallagher encourages, but when
>> they
>> have not yet caught any sort of reading bug, I find the need to focus
>> on
>> the fun,...
>
> Maybe the problem we are having is our definition of "FUN".A book
> that
> is a cliffhanger or page-turner can be fun, but so can a technical
> manual.
> Whatever we consider fun is going to vary based on our backgrounds.
> Whether
> it stimulates my critical thought or my funny bone, it still can be
> thought
> of as "Fun."
>
> --- snip---
>
> The pleasure principle and the reality principle are two
> psychoanalytical
> terms coined by Sigmund Freud. snip
>
> That's what we want for our kids.
When you have only two pennies left in the world, buy a loaf of bread
with one, and a lily with the other.
~ Chinese Proverb
___
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Re: [MOSAIC] Bill's thoughts
I don't know if it's gonna turn it over on its head, but it follows with what we are discussing Renee said > What I want for students is for them not to hate and be cynical about everything. For them to understand that the degree to which they enjoy, engage in, are interested in something comes from their own heads, hearts, and experiences and not from any antics a teacher can perform to entertain them. That's been my biggest problem this yearfinding things the kids are interested in so they can WANT to read. Most have no interest in ANYTHING. I don't think it's cynicism. I think it's the drumming of reading as only a step to passing a test along with the fact they are exposed to SO MUCH information via TV and the Internet that their little brains close down because it becomes overload. Our jobs are more complicated because we not only have to introduce new information, but we also have to help them to sort through what they see and "read" from other sources. I've had more kids think the Geico Cavemen, unicorns, and time travel were real because they've "seen" it on TV this year than ever before...I also think the "hate" comes from not being able to do. I know I "hate" basketball because I suck at it. For the kids, they hate reading because they make bad choices -- pick boring books because they are short, pick too long books because they're worth more AR points, etc. They don't have the vocabulary to say what the problem really is, so they say they "hate" it. They also "hate" black and white movies, any music more than 2 months old, and most of their class subjects...it's because they don't have an interest in them because they don't really have an understanding of them. Renee also said >"Some people will decide that the best thing to do when you have free time >is not to read a book, but to play hockey or soccer, build furniture, play >in the symphony, crochet afghans for new babies, volunteer at a non-profit, >walk-precincts during election season, organize unions, work second jobs. >Third jobs. Go fishing." But aren't there books and magazines that will enhance those activities? Knowing Beethoven was deaf adds to your enjoyment of the 9th, books offer many afghan designs for use, fishermen are known for telling stories, etc I consider interest in something to be "fun." You can't separate emotion from interest. Without some emotional involvement, there is no active reading or participation. Maybe we need to get away from the terminology "FUN" and replace it with "EMOTIONAL INVOLVEMENT". I read because it brings an emotional response --- I laugh, cry, get disgusted, reflect, contemplate, sighbut bottom line, I FEEL when I read. If I'm not feeling anything, I'm not reading it. But I also watch TV, go to the movies, and listen to music for the same reasons. Much of the "fun" in reading comes from the TOTAL work, so it's hard to say "read for fun" when often the fun is in the catharsis or happy ending, but having characters you care about or a topic you feel something fornow that's reading. I think we all feel so strongly about this because READING is a metaphor for lifeYou only get out of it what you put into it Bill ___ 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.
Re: [MOSAIC] Bill's thoughts
Bill, Stick with Eragon. It gets better. I had a hard time getting through the first 40-50 pages too. Angie K ___ 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.
Re: [MOSAIC] Bill's thoughts
> also at bottom seeks to obtain pleasure, but pleasure which is assured > through taking account of reality, even though it is pleasure postponed and > diminished" (Sigmund Freud, Introductory Lectures 16.357). > > That's what we want for our kids. > > Bill Okay, psychology folks out there. Does this mean that it is a developmental trajectory that begins first with instant gratification (reading because of instant enjoyment --ie fun) and THEN reading for the longer term delayed gratification reasons? Or is it that we should include both in our instruction (instant and delayed gratification types of reading) no matter where our students happen to be emotionally in regards to reading? I understand the concern voiced by one member regarding the word fun, but I think "fun" is semantics--we are all talking, I think, about the idea of instant easy enjoyment of reading versus reading that takes more from us but sometimes leads to more in return? Am I wrong? Are we talking about something else? If I am correct and not just lost in a philospohical mist, then the question for me becomes what are teachers responsible to offer and is there a particular order that we should go? I was speaking before that I thought some students needed to really taste the "value" of reading to gain momentum and to become better readers, whereas others are already happy in reading and may be ready to take on reading challenges that do not offer instant gratification, challenges which might require more persistence. I guess it is like skateboarding. Most people roll around on the board a while enjoying the ride before they put in any heavy time trying to learn how to ollie. If you started off right away only trying to learn to ollie, skateboarding might be perceived as a dud. (Lovin Bill's thoughts ala Mosaic musings) :)Bonita California, Grade 5 ___ 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.
