Re: [MOSAIC] Comprehension in general
Wow. This has been a most interesting (and at times depressing) thread. I am simply impressed by the number of talented and creative middle school teachers we have on this list. I would have loved to be in your classes! Thanks to everyone who shared brilliant suggestions...I have forwarded many of them to friends at the middle school. I think you are all right on about using what they know/like. My husband thinks I'm nuts because once a week I watch Nickelodeon and Cartoon Network just to stay in touch with what my students watch. A good friend of mine recently left middle school teaching for the high school. She adores middle schoolers, and is amazing with them, but (after almost 20 years) really just needed a break from them. She said they can be incredibly draining...I totally believe her. A toast to all of you teaching the raging hormones as we speak! Instead of a professional book, Bill, might I suggest a new calendar? One which is used to cross off the days until June.Hang in! Lisa, who is glad she teaches elementary 2/3 IL Never miss an email again! Yahoo! Toolbar alerts you the instant new Mail arrives. http://tools.search.yahoo.com/toolbar/features/mail/ ___ 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] Comprehension in general
Yes, nd cinstantly look for good examples of conversation in your classroom, then fishbowl it. - Original Message - From: ljackson Date: Monday, March 12, 2007 4:40 pm Subject: Re: [MOSAIC] Comprehension in general To: Mosaic: A Reading Comprehension Strategies Listserv I love this idea! You could extend it to watching bits and pieces of conversations from film/tv to see if they can begin to recognize when things go south, so to speak. Not only what works, but what seems to cause conversation to degenerate. On 3/11/07 7:54 PM, [EMAIL PROTECTED] wrote: In my classroom, we do an inquiry about conversation. Part of their homework for a week is to jot down conversation they see and hear. Then they decide which they thought were good conversations, and which weren't. We chart the qualities that each of the good conversations had. We then try and practice those traits when having book talks. I will ask some to fishbowl their talk if I think there's something of value the others can take from it in terms of conversation. Myra - Original Message - From: [EMAIL PROTECTED] Date: Saturday, March 10, 2007 7:16 pm Subject: Re: [MOSAIC] Comprehension in general To: mosaic@literacyworkshop.org How do you (or others) suggest teaching conversation skills? I In Knee to Knee and Eye to Eye, Ardith Davis Cole breaks down the art of conversation beautifully. Lots of practical ideas, anchor charts, and use of video to help kids engage in conversation insightfully. Pam ** AOL now offers free email to everyone. Find out more about what's free from AOL at http://www.aol.com. ___ 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. -- 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. ___ 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] Comprehension in general
Just another thought about a movie that deals with some of the issues that Bill's students might be exposed to, but in a positive way--Pay it Forward--it does end sadly, though hopefully. Eve At 09:44 PM 3/12/2007, Harvey Family wrote: One incredible film about a boy, who in order to save his family plays a high stakes game of manipulation with drug pushers and other abusers. Subsequently he loses all of his innocence. He plays chess with his father in the park, only to apply these brutal gamesmanship rules on the street. The film is called Fresh. ___ 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] Comprehension in general
Kim~ I find it interesting and refreshing to 'hear' your thoughts about music. I have been mulling a similar idea over for next year. I happen to listen to country music on my way to work (45-50 min. drive) and I find that there are so many songs that have messages in them. Usually the lyrics are 'safe', it would expose my inner-city kids to music they not may not usually listen to (although I would ask before I assume this), I would also think about different types of music and how the message is presented. I also remember a teacher who enlightened us in grammar school that song tell a story. I remember learning about the words in our National Anthem, the history and story connected, how it was written and the circumstances. It was powerful learning for me and I never listened to music passively again! I also realized that a songs words written down for me to read was an eye opener! Often times what the words were (I still do this) and what I sang didn't always match. So, thank you for the affirmation of my thinking and the inspiration to build on my thinking and begin jotting down my ideas and finding music! - Original Message - From: Joy [EMAIL PROTECTED] To: Mosaic: A Reading Comprehension Strategies Listserv mosaic@literacyworkshop.org Sent: Tuesday, March 13, 2007 4:42 PM Subject: Re: [MOSAIC] Comprehension in general Kim, First of all, please don't ever doubt that you have something to offer. Being new to this profession just means you bring a fresh new way of looking at things. It really gets my goat when other teachers denegrate another teacher/administrator because he or she has little or no experience. Second, you are right about the music. It reflects our culture, and analyzing it may just be what would help these kids open up. At my school we'd have to inform parents and give them documentation of every curse word we encountered. I don't know what Bill's school would require. Keep on posting, the more voices we have in the conversation, the better! Joy/NC/4 [EMAIL PROTECTED] How children learn is as important as what they learn: process and content go hand in hand. http://www.responsiveclassroom.org - Don't be flakey. Get Yahoo! Mail for Mobile and always stay connected to friends. ___ 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] Comprehension in general
Does this (below) mean that the state of North Carolina is reading the e-mail on this list? On Sun, 11 Mar 2007, Pam Cook wrote: All email correspondence to and from this address is subject to North Carolina Public Records Law which may result in monitoring and disclosure to third parties, including law enforcement. ___ 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] Comprehension in general
I stopped showing that movie to my 8th graders a couple years ago after they complained that it was stupid, and laughed through the most dramatic parts. On Sun, 11 Mar 2007 [EMAIL PROTECTED] wrote: One play/movie that always has generated a lot of interest has been Twelve Angry Men. Best wishes to each of you. ___ 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] Comprehension in general
Will this book work for middle school students? On Sat, 10 Mar 2007, Joy wrote: Yes! This is a wonderful resource! Knee to Knee and Eye to Eye, Ardith Davis Cole Joy/NC/4 [EMAIL PROTECTED] ___ 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] Comprehension in general (How it's made)
Media and technology will NOT going away. We can either curse the darknessor light a candle with our brightest thinking and work with it. The ideas posted have really sparked me to rethink some of my practices. Keep them coming! What a gift to give to teachers - realizing that you are not alone and are only a few key strokes away from help. Laura Bill Roberts [EMAIL PROTECTED] 3/11/2007 2:12 PM From: Barbara Punchak [EMAIL PROTECTED] O...there's a wonderful TV show on (don't know time or day) called How It's Made...or something like that. I walked in as my husband was watching it a few weeks ago. Another show that would get oohs and ahhs is Dirty Jobs. What about taping a few and showing one or two segments? These episodes are bound to create interest in even the most blasé student! Barbara/6th/FL I agree, but that's the problem. Everthing is in bits and pieces and although they might find one segment interesting, they can't apply it to anything else in their lives. They can't look at the big picture. The kids watch shows like this because it is short and easy to follow, that's why they can't watch a full movie and stay focused...so many shows are like DIRTY JOBS or MYTHBUSTERS. Ever noticed how these shows often assume that viewers are stupid so they have to summarize what has happened in the previous segment after the commercial break? It is even becoming prevalent on regular TV shows where there is a recap of what is happening in the show about half way throughTV is doing the thinking for us so we don't have to think anymore! 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. ___ 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] Comprehension in general
The state of North Carolina (and every other state in the union) has no desire to read e-mail from this list. But any email teachers send from school and not their private email account become part of public records. If subpoenaed the districts have to allow involved parties to see emails of the employee involved in an investigation. I know in my district in the state of OK it is a headache for our tech people because state law does not allow them to delete our email and they keeping having to buy larger servers just to store all the email sent and received in the district. Belinda - Original Message - From: Jan Kammert [EMAIL PROTECTED] To: Mosaic: A Reading Comprehension Strategies Listserv mosaic@literacyworkshop.org Sent: Sunday, March 11, 2007 2:26 PM Subject: Re: [MOSAIC] Comprehension in general Does this (below) mean that the state of North Carolina is reading the e-mail on this list? On Sun, 11 Mar 2007, Pam Cook wrote: All email correspondence to and from this address is subject to North Carolina Public Records Law which may result in monitoring and disclosure to third parties, including law enforcement. ___ 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] Comprehension in general
I love this idea! You could extend it to watching bits and pieces of conversations from film/tv to see if they can begin to recognize when things go south, so to speak. Not only what works, but what seems to cause conversation to degenerate. On 3/11/07 7:54 PM, [EMAIL PROTECTED] [EMAIL PROTECTED] wrote: In my classroom, we do an inquiry about conversation. Part of their homework for a week is to jot down conversation they see and hear. Then they decide which they thought were good conversations, and which weren't. We chart the qualities that each of the good conversations had. We then try and practice those traits when having book talks. I will ask some to fishbowl their talk if I think there's something of value the others can take from it in terms of conversation. Myra - Original Message - From: [EMAIL PROTECTED] Date: Saturday, March 10, 2007 7:16 pm Subject: Re: [MOSAIC] Comprehension in general To: mosaic@literacyworkshop.org How do you (or others) suggest teaching conversation skills? I In Knee to Knee and Eye to Eye, Ardith Davis Cole breaks down the art of conversation beautifully. Lots of practical ideas, anchor charts, and use of video to help kids engage in conversation insightfully. Pam ** AOL now offers free email to everyone. Find out more about what's free from AOL at http://www.aol.com. ___ 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. -- 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] Comprehension in General
The 7th grade teachers are saying their kids are worse. One team is doing a Holocaust unit, and one teacher had the kids doing commemorative stamps. Many were using swastikas and pictures of people being hanged and killed. One student wrote that the holocaust was about colored people. Not any better - Original Message - From: Linda Reed [EMAIL PROTECTED] To: mosaic@literacyworkshop.org Sent: Monday, March 12, 2007 7:26 PM Subject: Re: [MOSAIC] Comprehension in General Bill, I am often at my desk at 4:30PM trying to find answers to the same questions that are troubling you. My lowest group of ninth graders wants points, so they can pass my class and not have to go to summer school, but they could care less about learning. It is difficult to find things they care about, though I have found that they love to hate characters (Clel Waller in Nightjohn by Gary Paulsen, and the principal in Nothing But the Truth by Avi). They have been in special reading classes so long that not only do they no desire to overcome their deficits, I don't think they have the courage to try. I hope your kids are just an anomaly. Any word on the upcoming class? Hopefully you will have willing participants. I ran into one of my students from three years ago who was so disconnected that I was certain he learned nothing from me all year. He is now a senior (in our in-school alternative program) and is on their honor roll. He greeted me with bright eyes, a warm smile, and a hug. Hopefully, you are planting seeds that others will sew. Linda Reed Kirkwood High School Kirkwood, MO I've taught art, music, film, literature, history, science, everything and anything, but they lack basic skills and understanding. ___ 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] Comprehension in general
I am forwarding the remarks from Luke Smiraldo. Luke is a Spoken Word poet from Tacoma, WA. Maybe he provides a fresh perspective for all of us. Alan Dear Bill and Others-- There is so much to consider as I read your email. First off, my deep belief is that all of these children begin their lives as intelligent, creative, deeply curious people. A lot has to happen for them to become as defended and unengaged as they may have become in Bill's classroom. First off, I wonder about the cultural composition of your kids. You have called Casablanca, Gone With the Wind and Silence of Lambs classics. But to whom? Especially as I consider Gone With the Wind, I know it causes quite a reaction to many people of color and others who see just how debilitating people of color are portrayed in that film. It is likely that several students would be unable to relate to that film for very good reason. The others are presented within a cultural context which is not universal, although they have appealed to many people. I truly believe that we have to start with youth where THEY are at, and not assume we know. Writing and spoken word are helpful because they begin with the personal material. Youth are able to talk about themselves, their experiences, their families, backgrounds and concerns. Some of it is good writing at first, some is not--but it is a starting point. I love foreign films and attend them all the time. But for youth to become interested, you must first make the connection and this can only happen if youth investigate their own lives. So--with Silence of Lambs we may ask. Does evil exist in the world. Where have you seen it? What does it look like? Casablanca is a very traditionally romantic film. What are some others? While the material is too adult, an example of an urban romantic film is Love Jones. You could show clips from that while bypassing the more adult content. Also--our youth are the victims of a relentless media barrage and are the progeny of massive distraction to sell product. They do in fact have 10-15 minute attention spans. Don't try to push them into a 90 minute attention span--work with what you have. Try clips from films and if you want to use this movie direction, update your own library of what you consider classic to truly reflect today's issues. One incredible film about a boy, who in order to save his family plays a high stakes game of manipulation with drug pushers and other abusers. Subsequently he loses all of his innocence. He plays chess with his father in the park, only to apply these brutal gamesmanship rules on the street. The film is called Fresh. We are dealing with a new urban generation that are victims of supreme marketing and an absence of warmth and presence. Many, of all classes, are raising themselves. I believe that you must start with them and their personal material and then make connections. But this means saying My context is one context, but not the only one I do not represent the normal, but just one generation and perspective. You will need to dig to find theirs and be aware that their is a lot of pain and neglect underneath the apathy and bravado. Finally--where ever you are at, look for other artists and presenters that can offer alternative views. The best spoken word project in the country is called Youth Speaks and one may be close to you so it's worth looking into for a guest visit. If you decide to pursue this movie angle, you could embrace the whole universe of this including: Opening scene review--Have them write a review of just the first 5-10 minutes. Then have them anticipate what may be next to see if they are right or wrong. Have them argue THEIR ideas for the next scenes. Include many urban and contemporary films that show people with brown skin in prominent roles along with some urban themes. Have youth talk about their own biographies and then how they would visually depict themselves. What is their first scene? Do we move forwards or backwards in the film. Is it color or back and white? Who are the other main characters? Have them create a treatment--1-2 pages of a film for consideration. Have the artists in the room collaborate with the writers to create a first scene story board to show how the film might be visually presented. Have kids pitch their films and decide on two through consensus. These two teams would need at least one video camera each to film scenes. Create five minute films shorts. Create an Ebert and Roepert review panel to consider films and have them comment on opening sequences. Give them room to tell you that films suck, but then make them defend their position. And much more I am not thinking about. But they must start with their OWN life material to make the connections: Here are other responses to your thoughts: I hoped they might discover a new world by seeing classics like CASABLANCA or GONE WITH THE WIND or even SILENCE OF THE LAMBS. Consider other contemporary classics
Re: [MOSAIC] Comprehension in general
I have followed this board for a long time, but have hesitated to participate because I am new to teaching and don't have the experience to have much to offer (Although, I am way older than most new teachers as you're about to find out ;-) ) When you mentioned music as one of the things that give your students' lives meaning, it sparked a memory of one of my favorite teachers in middle school. In eighth grade English, our teacher constantly played music and worked with us to analyze the lyrics... looking for themes, symbolism, metaphors, irony... etc. Most of this was a lot of Beatles and Simon and Garfunkel stuff that was before our time, but familiar to us. BUT ... when he put on that Pink Floyd album and we looked at the irony of the double negative in we don't need no education and the symbolism of bricks in the wall and tied it into our own experiences we were hooked. Kinda scary when you think about attempting something like this with today's lyrics, but drugs, poverty, abuse, violence ... It's all there in the music that they're listening too ... along with many other dark themes ( trust me ... I have two teenaged boys) and just as many positive themes. There has been such great conversation about this topic and so many great ideas offered. I've enjoyed following along. I'm sure with you knowing your students the way you do that only you can tell if something along these lines would reach them. Maybe others would be able to offer ways to tie strategy instruction into analyzing song lyrics if it seems do-able. Thanks, Kim Bill Roberts [EMAIL PROTECTED] wrote: I wish you were right, but I haven't seen it. When I asked what gave their life meaning, most said their cellphones, myspace, and music. Drugs? It's a part of life, no big deal. Poverty? Doesn't matter because they are going to be rich. Abuse? It's also a part of life, deal with it. Video violence? Doesn't affect them even though they want to kill all the Iraqis. They don't even hear or comprehend what they are saying or doing because they aren't aware of it. Spoken Word? No money involved so it has no value. - Original Message - From: Harvey Family To: 'Mosaic: A Reading Comprehension Strategies Listserv' Sent: Sunday, March 11, 2007 1:01 PM Subject: Re: [MOSAIC] Comprehension in general Hi Bill Something IS going on in their lives. You just have to find it. One powerful access point is the Spoken Word. Poetry made to be performed. Find a young poet with a boom box and a contemporary issue and they will create a spark. A poet who can help them find their voice. There are probably all sorts of issues within your room - issues of drugs, abuse, poverty, and power - that have kept these students down. Even affluence has major stuff going down - status, video violence, and, once again, drugs. Not everyone is comfortable with the Arts but the students have to find a passion or they will sink out of sight. It can be scary for the teacher but what power you give them. Administrative support is another issue because you would be open to criticism. But if it's a choice between saving some lives and playing it safe... We have an amazing Spoken Word poet in Tacoma named Luke Smiraldo. He deals with many contemporary issues, networks with other cutting edge poets, and really connects to kids. I wish everyone could see him work in the classroom. He's also done some site specific performances at the Museum of Glass and Tacoma Art Museum. The Arts Save Lives Anyone interested in Luke's ideas? I could try to get him to respond if the listserve is interested. Alan H ___ 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. - Need Mail bonding? Go to the Yahoo! Mail QA for great tips from Yahoo! Answers users. ___ 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] Comprehension in general
Good questions, Dave. Although I teach fourth grade, my school does go up to 8th, and the middle school attends our staff meetings, so I hear about similar concerns. I think Bill is unlucky to have a rare class full of kids with this affective attitude. What has worked with our teachers is a tough love attitude (more love than tough), and a talent for finding something that moves them. It's not easy, they have to work really hard, and keep on top of them all the time. Our school is project based, so that helps, too. We are required to take at least one field trip a month, so they keep them on the move, too. I wonder if Bill has brainstormed ideas with his colleagues for ideas, especially the 7th grade teachers who had these kids last year? Maybe they could give him some suggestions. I feel for him, it's hard to deal with this kind of attitude, you really have to go outside the box to find solutions. Dave Middlebrook [EMAIL PROTECTED] wrote: Question to other middle school teachers -- and perhaps high school and college as well: Does Bill's description of his 8th graders match your experience? Is Bill's class an anomoly? If not, what have you done about it that worked? Bills description is stunning: * no hobbies, interests, opinions * zombies * The had 9 weeks to find a film... * 18 weeks cajoling...about half did it * They could tell me in detail about the first 10-15 minutes of the films * Some even remembered wrong endings... * Most could not stay focused on 90 minutes of film long enough to process and remember it. Ouch. There are all kinds of opinions out there on how literacy and thinking and social interactions are changing -- and on the role of culture, technology, the economy and the generally high-pressured, mobile, fast paced lives we lead. Is Bill's class an example of this kind of change, or is it just a spectacularly bad piece of luck for Bill to have been assigned the task of educating a classroom of zombies? I keep re-reading Bill's post and looking for an opportunity -- some light leaking in from somewhere. For example, if I stretch, I can imagine giving a class of 8th graders a list of 350 of the best movies of all time, and seeing nothing but bored yawns and blank stares. How many of these movies came out after they were born? What connections do they have to Casablanca? Gone With The Wind? Let's be realistic here. The First Gulf War was over before these kids were born. The Balkan War was over before they were out of diapers. So perhaps more needed to be done to set up this assignment -- something along the lines of a discussion on how we pick movies, similar to how we pick books. Perhaps this is a line of discussion that could benefit Bill and his students. But then I re-read Bill's post again -- I try to take in his obervations. It's a lot to digest (see list above). No hobbies... Most could not say focused on 90 minutes of film... In the face of this, I feel helpless. What more could anyone do? Which is why it would be helpful to hear from other middle/high/college teachers regarding Bill's description of his kids. The conversation goes one way if this is just Bill's bummer-of-a-class. It goes another way if this is evidence of a sea change. So which is it? Or is this not the right question? I look forward to hearing back from you middle/high/college teachers. Bill - For your future and ours, I hope it's just a bad-luck year for you. Dave Middlebrook The Textmapping Project A resource for teachers improving reading comprehension skills instruction. www.textmapping.org | Please share this site with your colleagues! USA: (609) 771-1781 [EMAIL PROTECTED] - Original Message - From: Bill Roberts To: Mosaic: A Reading Comprehension Strategies Listserv Sent: Saturday, March 10, 2007 5:19 PM Subject: [MOSAIC] Comprehension in general Hi, You haven't heard from me in awhile because I've met my match with this year's 8th graders. They don't read, they don't do homework, they don't do anything. They have no hobbies, interests, opinions. They are zombies who come into the classroom, sit, and take up space. For the first time ever, I can say they are not any smarter or better prepared than they were in the beginning of school...and this is confirmed by every 8th grade teacher I work with! But I've discovered something that at least explains what is going on, even though it offers no solutions: They have NO comprehension at all. I assigned movie reviews thinking it might get them to try and do something. I gave a list of the AFI Top 100 Films of all time, plus a list of the top 250 foreign films of all time. The best films ever made. I hoped they might discover a new world by seeing classics like CASABLANCA or GONE WITH THE WIND or even SILENCE OF THE LAMBS. Was I wrong. Most couldn't even watch a film because they didn't want to make the effort. They had 9 weeks to find a film, watch
Re: [MOSAIC] Comprehension in general
Hi Bill, Sorry to hear you're having such a hard time with your class this year. I teach younger children (4th grade) so I'm not sure I can be very helpful, but my suggestion would be lots of modeling and guided practice. Since you're trying to engage them, I know it would be hard to find a movie that would appeal to everyone, but maybe you just have to make the leap and choose one to watch and discuss together as it goes along. Something suspenseful might be good so you can stop it at strategic places to discuss what's going on. I remember several years ago going to one that kept me on the edge of my seat throughout, but I don't remember the title. It was action-packed too, but not too violent. I think maybe Harrison Ford was in it? I wish I could remember the title because I bet it would catch your class's attention. In any case, a movie like that, watched and discussed all together might help get things going. You could start by modeling and then move to guided practice (not that you aren't already doing that; these are just ideas). Remember the Titans would be another good one--thought-provoking and appealing to both boys and girls. Then, you could do the same with a read-aloud novel together. Maybe start with a short one. I don't know how much school you have left, but don't give up the ship. There's always hope. Hope this helps, Eve At 05:19 PM 3/10/2007, Bill Roberts wrote: Hi, You haven't heard from me in awhile because I've met my match with this year's 8th graders. They don't read, they don't do homework, they don't do anything. They have no hobbies, interests, opinions. They are zombies who come into the classroom, sit, and take up space. For the first time ever, I can say they are not any smarter or better prepared than they were in the beginning of school...and this is confirmed by every 8th grade teacher I work with! But I've discovered something that at least explains what is going on, even though it offers no solutions: They have NO comprehension at all. I assigned movie reviews thinking it might get them to try and do something. I gave a list of the AFI Top 100 Films of all time, plus a list of the top 250 foreign films of all time. The best films ever made. I hoped they might discover a new world by seeing classics like CASABLANCA or GONE WITH THE WIND or even SILENCE OF THE LAMBS. Was I wrong. Most couldn't even watch a film because they didn't want to make the effort. They had 9 weeks to find a film, watch it, review it, and they didn't do it. So I made it an assignment for the next grading period...I wasn't going to give up. Same assignment, but this time they had to do an oral review and talk about the movie. My plan was for them to use their reading strategies and apply them to a movie 18 weeks of cajoling, reminding, and pleading, and about half did it. The ones who did, though, couldn't remember how the movie ended. They could tell me in detail about the first 10-15 minutes of the films, but they couldn't tell me the story, who the characters were, how the movie ended...nothing. I thought they might have fallen asleep, or stopped watching, but all said they watched the entire moviethey just couldn't remember anything. Some even remembered wrong endings like the girl who said the shark survived the ending of JAWS. Her logic? The shark was in JAWS 2 and 3, so it must have survived. One girl couldn't remember anything about THE WIZARD OF OZ, not the yellow brick road, Dorothy, the music,...she couldn't even tell me the name of the land they were in! One advanced student told me he watched WIZARD OF OZ, but he couldn't explain it because he got lost and confused. Another told about the Lion, Scarecrow, and the Robot. Most could not stay focused on 90 minutes of film long enough to process and remember it. Another, who loved CASABLANCA, couldn't remember what state Casablanca was located in. According to another, Clarice was interested in Hannibal Lechter because she was writing a book on him. Another watched MY FAIR LADY, but hated it because she hates musicals. I asked why did she pick it when she had over 300 to choose from and she said it sounded interesting. If they can't comprehend a movie, then what hope do we have of them comprehending a book? 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. -*-*-*- Eve Dubois Classroom Teacher Renaissance School Shelburne, Vermont ___ 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] Comprehension in general
Speaking of how things work and are made, a couple of current shows that my husband and teenage son (14 yo) really enjoy are Dirty Jobs and Mythbusters. Joy is right about the fact that you are having an impact, even though you're students might not be showing it to you. I remember a couple of years ago, I had a 3rd grader who just didn't seem to be getting it. Right about the time that I asked for help at about this time of year, he did a complete 180 and started really stepping up to the plate and showing he really was learning all the things that I had been teaching. He had been writing very little and not using any of the mini-lessons I had taught, and then all of a sudden, he wrote this two-page detective story in which he was the main character. Of course, you have the added challenge of 8th grade egos. But, I agree with Joy--hang in there! Eve At 11:06 PM 3/10/2007, Joy wrote: . . . If you can't take them there, maybe you could rent one of those videos like Mr. Rogers used to show (Crayola factory was my all time favorite, but I can remember lots of other ones we saw when I was growing up, I think one the boys liked in high school was about how they make steel - lots of fiery cauldrons, etc!) . . . You are having an impact on them, even if they don't show it - remember it just isn't cool to show any enthusiasm when you're in 8th grade! Joy/NC/4 -*-*-*- Eve Dubois Classroom Teacher Renaissance School Shelburne, Vermont ___ 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] Comprehension in general
Hooray, Lori! I believe you are right on target with that line of thought. We spend lots of time telling students to be quiet; truth is, they need to learn how to express themselves orally to develop the ability to express themselves on paper - or in the classroom. I like your thinking! All email correspondence to and from this address is subject to North Carolina Public Records Law which may result in monitoring and disclosure to third parties, including law enforcement. From: [EMAIL PROTECTED] on behalf of [EMAIL PROTECTED] Sent: Sat 3/10/2007 7:56 PM To: A Reading Comprehension StrategiesListserv Subject: Re: [MOSAIC] Comprehension in general I have been encoutnering some frustrations as well, particularly with older students. I am not witnessing much that encourages me in terms of discourse patterns at these levels. The students seem overwhelmingly lethargic and reluctant to engage. It has convinced me we need to worry as much, if not more, about oral language and discourse patterns as we do about anything else that we do. Essentially, I wonder if our students have appropriate conversation skills to discuss what they see or read, and if this is not the place where we should begin. Lori On Sat, 10 Mar 2007 18:14:51 EST , [EMAIL PROTECTED] sent: Hi Bill, I applaud that you have hung in there to try to get them motivated but maybe they can't relate to those films. They might as well be in another language for some kids. If they have no comprehension at all, then I wonder if they could take all the pieces together to make some sense of it. Perhaps no one at their homes thought it was an important enough assignment to actually leave them alone to watch it. Parents might not understand the value of watching a movie. When you say they have no interests, do you know what they do outside of school? What do they watch on TV? Maybe you could show a quick 1/2 hour show and talk about it. Or what about picture books, maybe first start with a read aloud. I know it's tough when you have a non-motivated bunch. Have you discussed with the kids the fact that you are beside yourself with them? I would recommend Chris Tovani's book: I Read It But I Don't Get It. Good Luck! Sue ** AOL now offers free email to everyone. Find out more about what's free from AOL at http://www.aol.com http://www.aol.com/ . ___ 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.
Re: [MOSAIC] Comprehension in general
Lori, I agree. Conversation skills are totally lacking in many of our students' families/lives today. Kids (and their parents) spend too much time on the computer, visiting their friends' pages in My Space, chatting online, or playing video/computer games ALONE. Sadly, many parents allow the computer to be in their child's bedroom, and as long as the child is out of sight, parents think all is well. Not so. The Language Experience is a great way to begin. For older students, you can have each small group, of 3-4 students, read a short book together (yes, even a picture book), then take turns retelling sections of it orally, and finally writing the retelling on chart paper to share with the class. [To be sure everyone participates, I wouldn't recommend groups larger than 4 students.] A lesson like this addresses reading, writing, speaking, and listening, so would incorporate all aspects of reading--thereby meeting your benchmarks. (always have to document benchmarks taught) Bill: I loved your idea of reviewing a movie. What a great opportunity for kids! I would have loved your assignment as a student. One idea that I use with my 6th graders is to have them do impromptu speeches. Topics are placed in a bucket and students walk up, pull out a topic, have 10 seconds to read it, and must speak for 2 minutes. I usually do impromptu speeches in either 3rd or 4th quarter, when students feel comfortable with me and their classmates, and after they've had other opportunities to do oral reports, plays, skits, etc. Barbara/6th/FL -Original Message- On Behalf Of [EMAIL PROTECTED] I have been encoutnering some frustrations as well, particularly with older students. I am not witnessing much that encourages me in terms of discourse patterns at these levels. The students seem overwhelmingly lethargic and reluctant to engage. It has convinced me we need to worry as much, if not more, about oral language and discourse patterns as we do about anything else that we do. Essentially, I wonder if our students have appropriate conversation skills to discuss what they see or read, and if this is not the place where we should begin. Lori ___ 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] Comprehension in general
Joy, Up until this year, I would have agreed with you. But I think that if children spend a year or two in a classroom where language is teacher-driven, they become complascent, unwilling to participate. It has been very discouraging. Lori On Sat, 10 Mar 2007 19:20 , Joy [EMAIL PROTECTED] sent: Jan, I think you teach conversation skills by having conversations! I know, I know, this sounds too simplistic. I start out my year talking with my students, one of the very first things I do is have elicit from them what they know about having a conversation. I don't take anything for granted, we go into teensy weensy detail, from recognizing body language that give us clues to how the other person is feeling, to tone of voice and how to politely interrupt someone. We write down all the ideas we brainstorm together, then turn them into rules for conversation, and modify them as the year progresses. I try to make the classroom a safe place where the students feel comfortable sharing. The kicker is this takes time. Some kids come ready to share, others take longer, you have to be patient. I also have learned to have kids share with me before sharing with the class, just to be sure they understand what is and what isn't appropriate. (I helped them figure out how much to tell, and how much to hold back so they don't tell anything that might come back to haunt them.) Responsive Classroom is a good place to learn about this. There is an anchor chart in one of the power point files that Ginger posted that looks similar to what I do with my students. Joy/NC/4 [EMAIL PROTECTED] How children learn is as important as what they learn: process and content go hand in hand. http:// www.responsiveclassroom.org - We won't tell. Get more on shows you hate to love (and love to hate): Yahoo! TV's Guilty Pleasures list. ___ 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] Comprehension in general
I've been working with an 8th grade class that is much like what Bill describes. Their teacher was dismissed at mid-year, and they started the second semester with a sub. When the new teacher was hired, she was inexperienced, so I spent about 6 weeks modeling and working very closely with her. The students were disinterested and lacked background knowledge related to nearly everything we attempted to have them read. They would not turn in any written assignments, would not read silently, and were either disruptive or disengaged during instruction. We finally got their attention and began to see some signs of hope when we split them into small guided reading groups. We talked about the importance of questioning as a reading strategy and had them record questions on post-it notes as they read a passage from Warriors Don't Cry, an autobiographical piece written by one of the students who integrated Little Rock Central High School in 1957. The students knew practically nothing about the civil rights movement, but in small group setting they were not afraid to ask their questions. We began to see some genuine interest once they felt safe enough to admit what they didn't understand. They were able to discuss the text, making powerful connections as well as asking thoughtful questions. (We spent about a week and a half on this very short excerpt.) They performed remarkably well on the selection test at the end of the second week. The teacher is now continuing to use guided reading with these students on her own, and we are both amazed at the difference in these kids. I don't now if it would work for Bill or not, but it was a surprisingly simple solution to our problem. Diana Middle School Literacy Coach I am a part of everything that I have read. --Theodore Roosevelt _ Get a FREE Web site, company branded e-mail and more from Microsoft Office Live! http://clk.atdmt.com/MRT/go/mcrssaub0050001411mrt/direct/01/ ___ 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] Comprehension in general
Some do, but many don't play. It's just something to do. I've asked them to tell me about their video games, but they can't tell me anthing beyond the surface. They don't get involved with the games like previous years, it's just something to do. Sadly, most don't play with any passion. If they watch TV, it's MTV and the sex shows like BEDROOM INVADERS or Jackass type shows. NO STORYLINES, only YOUTUBE type experiences with short 5-10 minute clips. They don't even watch IDOL or other shows. Mostly YOUTUBE, MYSPACE, and other things they shouldn't be watching - Original Message - From: Renee [EMAIL PROTECTED] To: Mosaic: A Reading Comprehension Strategies Listserv mosaic@literacyworkshop.org Sent: Saturday, March 10, 2007 9:20 PM Subject: Re: [MOSAIC] Comprehension in general Bill, Do they play video games? Could they report on those? Renee ___ 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] Comprehension in general
why not use their self-interest. assume for a week or so that they are correct in thinking the world revolves around them. just make them discuss how and why -- as long as they explain it they can posit their position. i find this sometimes helps me when the going gets rough -- assume that the other side is correct and then listen. not always fruitful but thought i'd throw it out there. Bill Roberts [EMAIL PROTECTED] wrote: If I hadn't spent the time teaching about how to watch a movie I wouldn't be concerned, but I spent a lot of time discussing what made a good story. What made a good movie. We watched TO KILL A MOCKINGBIRD which previous years got. Previous classes experienced anger, shame, shock, excitementthis group just sat and watched. We discussed music, cinematography, special effects, make up, costumes, acting, genres, etc. and I applied the reading strategies to each and every one. I knew they were lacking skills to discuss books and movies which is why I did the lessons. All they do is talk on their cell phones, go on Myspace, and sleep. They all want to be famous, but when I ask what they are going to do to become famous, they tell me it will just happen. No plans, no goals. They all think they are great at whatever they do...even when evidence shows otherwise. They refuse to look at something they do as well done or poorly done -- only that it is done. Everything revolves around themselves. I tried to stress with the kids that if a work of art (music, painting, movies, etc) has been around for awhile, there is probably a reason for it. Their job was to figure out the reason. That's what being grown up is all about.looking at things from other's viewpoints. But they are so self-centered, they can't see the value of anything. The things in the world only have value IF THEY DECREE IT, otherwise, they won't even try to experience anything different. Don't recommend any professional books, please. I've read everything and have been doing this for a long time.this is the first year I've had such a group. - Original Message - From: To: Mosaic: A Reading Comprehension Strategies Listserv Sent: Saturday, March 10, 2007 8:56 PM Subject: Re: [MOSAIC] Comprehension in general I have been encoutnering some frustrations as well, particularly with older students. I am not witnessing much that encourages me in terms of discourse patterns at these levels. The students seem overwhelmingly lethargic and reluctant to engage. It has convinced me we need to worry as much, if not more, about oral language and discourse patterns as we do about anything else that we do. Essentially, I wonder if our students have appropriate conversation skills to discuss what they see or read, and if this is not the place where we should begin. Lori ___ 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. - Looking for earth-friendly autos? Browse Top Cars by Green Rating at Yahoo! Autos' Green Center. ___ 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] Comprehension in general
Bill, Speaking of poets, a good one that my teenagers connect with is Taylor Mali http://www.taylormali.com/. He sells CDs of his work and does poetry slams, so the tapes are good for listening. I'm not sure, but I would guess he would do site visits. Maybe that would be a point of connection for your students, bringing someone in from outside? Whom do they admire? I know you said they're self-centered, but do they talk about *anything*? Sports maybe? In our area, a lot of people follow the local university sports teams, for example. I would think if someone in your position contacted the coach or some of the student athletes, they might be willing to visit your class. You mentioned that they think they will be successful and that it will just happen. What is it that they plan to be successful at? If you can get that information from them, maybe you could get some people from those fields to visit your class. What are the reactions of the parents to all of this? Could you get parents to come in and visit the class? The idea behind the visits would be to help the students see why school is important, and more specifically, why what they can learn in your class is important. In other words, helping them see why they should bother, from someone else's point of view, not yours, and preferably someone they respect. Not that they don't respect you, just that sometimes people have to hear things from several sources before they catch on and/or believe it. Again, these are just ideas off the top of my head that I'm throwing out there for your consideration. I hear your frustration and would love to be able to help. Take a deep breath, and treat yourself in some way. A little RR can do wonders, Eve At 01:01 PM 3/11/2007, Harvey Family wrote: Hi Bill Something IS going on in their lives. You just have to find it. One powerful access point is the Spoken Word. Poetry made to be performed. Find a young poet with a boom box and a contemporary issue and they will create a spark. A poet who can help them find their voice. There are probably all sorts of issues within your room - issues of drugs, abuse, poverty, and power - that have kept these students down. Even affluence has major stuff going down - status, video violence, and, once again, drugs. Not everyone is comfortable with the Arts but the students have to find a passion or they will sink out of sight. It can be scary for the teacher but what power you give them. Administrative support is another issue because you would be open to criticism. But if it's a choice between saving some lives and playing it safe... We have an amazing Spoken Word poet in Tacoma named Luke Smiraldo. He deals with many contemporary issues, networks with other cutting edge poets, and really connects to kids. I wish everyone could see him work in the classroom. He's also done some site specific performances at the Museum of Glass and Tacoma Art Museum. The Arts Save Lives Anyone interested in Luke's ideas? I could try to get him to respond if the listserve is interested. Alan H ___ 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] Comprehension in general
Hello Alan, I'd be real interested in reading Luke's thoughts about Bill's first post, and some comments he added this morning, which I've copied just below. I get the optimism that some have about solutions, nevertheless I have this feeling that the ground is shifting under our feet and I don't have a clue as to where this might be going. I'd like to know what a younger person with Luke's skills and interests thinks about Bill's posts. I spend a lot of my time in the tech world -- on line, working with technology -- but clearly I live and breathe in this world in ways that are different than younger people are. There is a disconnect -- at least for me -- when I read Bill's descriptions of his kids -- their outward attitudes, at least. Sometimes I think the shoe is on the other foot. The late 50s through the early 70s, when I was growing up, were also times in which older people had a hard time understanding younger people. And I remember, as a kid, being aware of the confusion adults felt, but not understanding it. And I remember feeling alienated -- not sure by what, but I would have said by adults. So perhaps this is just a new flavor of the same old story. But I don't know. I would have thought that, having been a young person, I would be able to recognize myself in today's young people. And sometimes I do. But Bill's kids leave me completely without reference points. Anyway, still unanswered -- for me at least -- is the question of whether Bill's class is an anomaly or part of a tidal wave of change. It was helpful to read Donna's post -- reassuring in that she found ways to reach her kids. That said, I think a lot about how literacy and thinking are changing -- and how where and how we get our information and where and how we engage in conversations might be changing our ability to connect to older literacies and ways of thinking (such as books, older movies, etc.). Will we reach a point -- or have we already reached it -- where the older and new literacies are disconnecting or already disconnected? And what would (or does) that mean for our futures? Bill got me thinking. Lots of questions. I would be real interested in reading Luke's thoughts. Dave Middlebrook The Textmapping Project A resource for teachers improving reading comprehension skills instruction. www.textmapping.org | Please share this site with your colleagues! USA: (609) 771-1781 [EMAIL PROTECTED] If I hadn't spent the time teaching about how to watch a movie I wouldn't be concerned, but I spent a lot of time discussing what made a good story. What made a good movie. We watched TO KILL A MOCKINGBIRD which previous years got. Previous classes experienced anger, shame, shock, excitementthis group just sat and watched. We discussed music, cinematography, special effects, make up, costumes, acting, genres, etc. and I applied the reading strategies to each and every one. I knew they were lacking skills to discuss books and movies which is why I did the lessons. All they do is talk on their cell phones, go on Myspace, and sleep. They all want to be famous, but when I ask what they are going to do to become famous, they tell me it will just happen. No plans, no goals. They all think they are great at whatever they do...even when evidence shows otherwise. They refuse to look at something they do as well done or poorly done -- only that it is done. Everything revolves around themselves. I tried to stress with the kids that if a work of art (music, painting, movies, etc) has been around for awhile, there is probably a reason for it. Their job was to figure out the reason. That's what being grown up is all about.looking at things from other's viewpoints. But they are so self-centered, they can't see the value of anything. The things in the world only have value IF THEY DECREE IT, otherwise, they won't even try to experience anything different. Don't recommend any professional books, please. I've read everything and have been doing this for a long time.this is the first year I've had such a group. - Original Message - From: Harvey Family [EMAIL PROTECTED] To: 'Mosaic: A Reading Comprehension Strategies Listserv' mosaic@literacyworkshop.org Sent: Sunday, March 11, 2007 1:01 PM Subject: Re: [MOSAIC] Comprehension in general Hi Bill Something IS going on in their lives. You just have to find it. One powerful access point is the Spoken Word. Poetry made to be performed. Find a young poet with a boom box and a contemporary issue and they will create a spark. A poet who can help them find their voice. There are probably all sorts of issues within your room - issues of drugs, abuse, poverty, and power - that have kept these students down. Even affluence has major stuff going down - status, video violence, and, once again, drugs. Not everyone is comfortable with the Arts but the students have to find a passion or they will sink out of sight
[MOSAIC] Comprehension in general
Bill wrote: They have NO comprehension at all. My plan was for them to use their reading strategies and apply them to a movie 18 weeks of cajoling, reminding, and pleading, and about half did it. The ones who did, though, couldn't remember how the movie ended. If they can't comprehend a movie, then what hope do we have of them comprehending a book? Hi Bill: I want to begin by telling you I feel your pain¹! I know first hand how hard it is to work with unmotivated, disengaged learners. I¹ve been reading the list somewhat sporadically so I might have missed your earlier posts, but I¹m wondering how you been teaching comprehension strategies to these students. Have you explicitly modeled strategic reading (think aloud) using a variety of texts, including film, before asking your students to try it independently? We expect that by 8th grade students will have had lots of exposure and practice with strategic thinking but in my experience not all teachers teach for active learning. I¹m thinking that Eve is on target with her post about gradually releasing responsibility to the students after lots of modeling and shared practice. I¹m guessing that these students have become passive about many things, not just reading. Perhaps they have not learned how to monitor their reading (or viewing) for understanding (monitoring for meaning). They are not accustomed to understanding what they read (and see) and don¹t know that text and films have to make sense. They don¹t realize it is the readers job to do something to repair (fix up) understanding when this happens. If these were my students, I would begin with teaching them how to monitor and then introduce strategies for fixing up¹ comprehension. I might use the suggestion someone made of using a suspenseful film. I would stop the film at intervals, chart (write down) my questions, make predictions, etc. I might even rewind (reread) if the answer has already been presented. But I would do ALL the talking to begin with. Ellin Keene suggests introducing strategies over a 6 week period where the teacher models for at least the first week. And I would explain what I think and why at each step of the process. If you want to know more about how to do this I recommend reading (or rereading) Ellin Keene, Cris Tovani, Steph Harvey and Anne Goudvis. They¹ve all written excellent books and articles that will help you work effectively with passive readers. Do let us know what you try, and how it goes. Teaching can be very isolating and it¹s easy to think you are the only one struggling with these issues. Don¹t give up! The kids need you! -Lee Brazell ___ 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] Comprehension in general
- Original Message - From: Joy [EMAIL PROTECTED] To: Mosaic: A Reading Comprehension Strategies Listserv mosaic@literacyworkshop.org Sent: Saturday, March 10, 2007 11:06 PM Subject: Re: [MOSAIC] Comprehension in general Find something they can be passionate about. That's the problemthey have no passion for anything. No interests, no hobbies, no thoughts, no opinions. They don't see how CASABLANCA is a better movie than JACKASS, they don't understand that reading a book for pleasure is different from just readingbecause it is all JUST READING. They put no thought in anything...unless it's a way to get by more easily. That's why I have a male student who reads the girl series DIARY OF AMERICA because they are easy to read and easier to get AR points with than other books he'd be more interested in reading. That's why I have a girl who watched MY FAIR LADY and hated it because it was a muscial and she hates musicals, but picked it despite having 300 other movies to pick from. And as far as these movies NOT being something recent. SILENCE OF THE LAMBS is something they could relate to with their backgrounds in SAW and THE HILLS HAVE EYES. But when they watch them, that's all they dowatch. They are not ACTIVELY WATCHING, just as they aren't ACTIVELY READING.in short, they aren't ACTIVELY ENGAGED in anything! I don't care what generation you belong to, JAWS will have you on the edge of your seat 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] Comprehension in general
- Original Message - From: Joy [EMAIL PROTECTED] To: Mosaic: A Reading Comprehension Strategies Listserv mosaic@literacyworkshop.org Sent: Saturday, March 10, 2007 11:06 PM Subject: Re: [MOSAIC] Comprehension in general You've got to grab their attention with really out there ideas and concepts. Give them something to rebel against, something they have to take a stand on. Maybe if you show them what can happen when people don't take a stand??? Read them Eve Buntings Terrible Things. It's a picture book allegory for the Holocaust. Then read Flowers on the Wall, by Miriam Nerlove. . Read and watched Shirley Jackson's The Lottery. What came closest to an emotion was basically Where did that happen? I'm glad I don't live there... or That was stupid. When I tried to discuss it, many thought it was a real place and wondered why people would do that. Most didn't get the point (even though I've done this with many 8th grade classes in the past with great results). This is also the group that I've had it suggested that we should blow up all the Iraqis because of what they did. When I ask about Iraqi women and children, their comment was blow them up also. When I tried to point out that Iraq had nothing to do with 9-11, they politely listened and then continued debating how to kill all the Iraqis. I also had an African American child tell me the reason the white slavers didn't take Native American slaves was because they all look alike so they wouldn't be able to tell which ones ran away... ___ 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] Comprehension in general
I wonder if Bill has brainstormed ideas with his colleagues for ideas, especially the 7th grade teachers who had these kids last year? Maybe they could give him some suggestions. They had the same observations. As I recall, there was some concern at the end of the year last year because over half the seventh grade was failing ___ 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] Comprehension in general
Bill: I loved your idea of reviewing a movie. What a great opportunity for kids! I would have loved your assignment as a student. One idea that I use with my 6th graders is to have them do impromptu speeches. Topics are placed in a bucket and students walk up, pull out a topic, have 10 seconds to read it, and must speak for 2 minutes. I usually do impromptu speeches in either 3rd or 4th quarter, when students feel comfortable with me and their classmates, and after they've had other opportunities to do oral reports, plays, skits, etc. Barbara/6th/FL We are starting the last 9 weeks so they are doing research projects. I told them they are going to teach my class the last week before finals, so they have to do a research project. They made lists of 10 ideas and I've discussed which ones they want to do one-on-one, so hopefully they will be more motivated. ___ 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] Comprehension in general (How it's made)
From: Barbara Punchak [EMAIL PROTECTED] O...there's a wonderful TV show on (don't know time or day) called How It's Made...or something like that. I walked in as my husband was watching it a few weeks ago. Another show that would get oohs and ahhs is Dirty Jobs. What about taping a few and showing one or two segments? These episodes are bound to create interest in even the most blasé student! Barbara/6th/FL I agree, but that's the problem. Everthing is in bits and pieces and although they might find one segment interesting, they can't apply it to anything else in their lives. They can't look at the big picture. The kids watch shows like this because it is short and easy to follow, that's why they can't watch a full movie and stay focused...so many shows are like DIRTY JOBS or MYTHBUSTERS. Ever noticed how these shows often assume that viewers are stupid so they have to summarize what has happened in the previous segment after the commercial break? It is even becoming prevalent on regular TV shows where there is a recap of what is happening in the show about half way throughTV is doing the thinking for us so we don't have to think anymore! 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] Comprehension in general
We are starting the last 9 weeks so they are doing research projects. Bill, Have you ever done multigenre research projects with them? I have found that even my most unmotivated learners were engaged using this as a way to research a topic of their own interest. Lise ___ 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] Comprehension in general
- Original Message - From: Margy Hillman [EMAIL PROTECTED] we had a myspace report on the news the other night, correlating time spent on myspace with lower grades. remember how we balked at sesame street's format (you may not be old enough too -- but i sure do remember)? might find the same thing with youtube and myspace -- altering the culture in ways we can't imagine -- not bad or good. myspace is really interesting. i've been doing searches for a report i'm doing on different educational companies and noticed that their employees my space's come up. why not have class to a myspace writing activity but as another character. okay okay maybe i'm crazy. But you are looking at myspace as a resource. Kids look on it as a way of getting their 15 minutes of fame or showing thing they shouldn't be doing or seeing things they shouldn't be seeing. The internet is a great resource for all kinds on information. I don't even have a dictionary anymore because I can look up any word online and have it in seconds, but look at 90 percent of the internet and it's crap 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] Comprehension in general
well, the internet is just a microcosm:) or maybe we are:) :) Bill Roberts [EMAIL PROTECTED] wrote: - Original Message - From: Margy Hillman we had a myspace report on the news the other night, correlating time spent on myspace with lower grades. remember how we balked at sesame street's format (you may not be old enough too -- but i sure do remember)? might find the same thing with youtube and myspace -- altering the culture in ways we can't imagine -- not bad or good. myspace is really interesting. i've been doing searches for a report i'm doing on different educational companies and noticed that their employees my space's come up. why not have class to a myspace writing activity but as another character. okay okay maybe i'm crazy. But you are looking at myspace as a resource. Kids look on it as a way of getting their 15 minutes of fame or showing thing they shouldn't be doing or seeing things they shouldn't be seeing. The internet is a great resource for all kinds on information. I don't even have a dictionary anymore because I can look up any word online and have it in seconds, but look at 90 percent of the internet and it's crap 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. - Don't pick lemons. See all the new 2007 cars at Yahoo! Autos. ___ 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] Comprehension in general (How it's made)
Eek! I wonder if that's why I don't particularly care for these shows. I'm going to have to pay more attention when my husband and son watch them and point this out to them! Okay, here's a thought, what if your class got into being detectives and figuring out what Mike Rowe (or whoever the other main characters are) is going to say BEFORE he says it. That can be fun and empowering, being smarter than the television! Just another idea. Thanks for the heads-up! Eve At 02:12 PM 3/11/2007, Bill Roberts wrote: . . . Ever noticed how these shows often assume that viewers are stupid so they have to summarize what has happened in the previous segment after the commercial break? It is even becoming prevalent on regular TV shows where there is a recap of what is happening in the show about half way throughTV is doing the thinking for us so we don't have to think anymore! 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] Comprehension in general (some ideas for Bill?)
Even though I am a 3rd grade teacher, I have found that the best motivator is using what they do enjoy. Here are some ideas... Myspace: Bill, go on myspace and print out several peoples profile pages. They can be random strangers. Teach a lesson on inferring. What can we infer fabout these people from what is on their page? What character traits fit them? Here is a website with traits (http://www.teachervision.fen.com/writing/resource/2669.html). Print it out and give each student a copy. It gives them words to work with instead of them having to come up with their own. Have them as a homework assignment print out their own myspace page. Or have them print out someone else's, doing the same inferring on their own. Maybe setup a class profile page where students can post the profiles they found and what they inferred, rather than a report or written assignment. Use what they already do! Music: Find out what kind of music they like. Make copies of any CD covers and lyrics. Do a strategies lesson using that text. YouTube: If you can project a web page on a screen, go to youtube and pick out a few videos to show. You could pick something out that would be funny at first to catch their attention. Continue doing this for a week or so and then move to real movies. Movies: You have to use current movies. Go to your nearest video rental store and ask what are the most popular new releases for teenagers. Watch them and find scenes that are appriopriate to show. Yourself: Kids like when you are real with them and make your own self vulnerable before they will be. Bring in items of your own that they can infer things about your personal life. Maybe an assignment could be for them to bring a few things in. I think the best advice I got was in order to bridge the gap with the students we teach, you have to know truly what they are all about. If it means you going to the video stores, you looking at myspace pages, you listening to their music, and you watching their movies, then you gotta do it! Hope this helps! Stephanie Sanchez 3rd/CA ___ 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] Comprehension in general
Lori, Perhaps I wasn't clear. I help them negotiate the rules for conversation. They are making the rules, I'm asking them what if . . . ? Once the rules are established, they pretty much talk with each other, especially during and after lit. circles. There are times when I have to give directions, answer questions, etc. Most of the time when I am getting involved it is to guide someone who has gone astray. For example, if a kid is off topic and the others can't get them back. if a kid says something out of line, if a kid wants to reveal something that should not be aired in class without negotiation (death, abuse of any kind, neglect, cirmes). Joy/NC/4 [EMAIL PROTECTED] How children learn is as important as what they learn: process and content go hand in hand. http://www.responsiveclassroom.org - Need Mail bonding? Go to the Yahoo! Mail QA for great tips from Yahoo! Answers users. ___ 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] Comprehension in general
Margy, Interesting idea. They could write about this too. Margy Hillman [EMAIL PROTECTED] wrote: why not use their self-interest. assume for a week or so that they are correct in thinking the world revolves around them. just make them discuss how and why -- as long as they explain it they can posit their position. i find this sometimes helps me when the going gets rough -- assume that the other side is correct and then listen. not always fruitful but thought i'd throw it out there. Joy/NC/4 [EMAIL PROTECTED] How children learn is as important as what they learn: process and content go hand in hand. http://www.responsiveclassroom.org - Be a PS3 game guru. Get your game face on with the latest PS3 news and previews at Yahoo! Games. ___ 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] Comprehension in general (some ideas for Bill?)
Interesting ideas, Stephanie. Our students are definitely interested in our personal lives. This past Friday afternoon my last period class had 7 or 8 minutes before the bell, and I asked what they wanted to do. Instead of saying they wanted to chat with one another, which I thought would be the unanimous answer, they wanted to ask ME questions about myself. The first question they asked was if I was married. (Which I found interesting, since they knew I recently worked on a PowerPoint for my husband's surprise 50th birthday) I've saved your post. Thanks for your suggestions. Barbara/6th/FL -Original Message- On Behalf Of Stephanie Sanchez Even though I am a 3rd grade teacher, I have found that the best motivator is using what they do enjoy. I think the best advice I got was in order to bridge the gap with the students we teach, you have to know truly what they are all about. If it means you going to the video stores, you looking at myspace pages, you listening to their music, and you watching their movies, then you gotta do it! Stephanie Sanchez 3rd/CA ___ 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] Comprehension in general
Maybe the key is to stop the movie frequently, like after something big happens and sit there until someone says something. Tell them you are going to do it ahead of time, that you will stop the film at various places, that they should be watching for something to talk about. Then once the film has stopped, be sure you are not the first one to speak. It could be that their attention spans are very short, and doing this will allow them time to process what they've seen. Joy/NC/4 [EMAIL PROTECTED] How children learn is as important as what they learn: process and content go hand in hand. http://www.responsiveclassroom.org - Looking for earth-friendly autos? Browse Top Cars by Green Rating at Yahoo! Autos' Green Center. ___ 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] Comprehension in general
I've tried opening that to them, but again, they have no background in anything. I've taught art, music, film, literature, history, science, everything and anything, but they lack basic skills and understanding. I hope they will attempt multigenre projects, but we can only see - Original Message - From: Lise [EMAIL PROTECTED] To: Mosaic: A Reading Comprehension Strategies Listserv mosaic@literacyworkshop.org Sent: Sunday, March 11, 2007 2:16 PM Subject: Re: [MOSAIC] Comprehension in general We are starting the last 9 weeks so they are doing research projects. Bill, Have you ever done multigenre research projects with them? I have found that even my most unmotivated learners were engaged using this as a way to research a topic of their own interest. Lise ___ 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] Comprehension in general
From: Dave Middlebrook [EMAIL PROTECTED] Anyway, still unanswered -- for me at least -- is the question of whether Bill's class is an anomaly or part of a tidal wave of change. I suspect that Bill's class is more common today than just a few years ago. I have a theory about what is causing these kids to disengage. It may or may not apply to Bill's group, but I am fairly certain it applies to kids in my school. Under NCLB, we are testing kids more frequently and more intensely AND they are facing consequences for their scores on these tests. In Florida, any middle school student who does not score on grade level on the FCAT must be scheduled into an intensive reading class. One of these kids told me recently, I've been in intensive reading since kindergarten. You don't really think you can help me, do you? In many cases, these kids feel the sting of failing. They have decided that it is safer not to try and be labeled lazy than to try and fail and feel like a loser. Breaking through this attitude is very tough - not impossible, but extremely difficult and fatiguing. Diana _ Find what you need at prices youll love. Compare products and save at MSN® Shopping. http://shopping.msn.com/default/shp/?ptnrid=37,ptnrdata=24102tcode=T001MSN20A0701 ___ 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] Comprehension in general
Hi Bill. I certainly sympathize with your situation. In my second year of teaching, I experienced a similar class to yours--eighth period, 25 boys and 4 girls who cared little about anything I had to offer. I cried, pleaded, and beat myself up for not being able to motivate my fourteen year old students to love the books, grammar, film, and writing that I held so dear. After a quarter of getting nowhere, I asked my husband (a non-teacher type) for advice. He suggested I lower my curricular expectations temporarily and get to know my students. So for the second nine weeks, I wrote lesson plans designed to get to know who my students were and to create a more nurturing, collaborative classroom. I released all expectations of homework and put my energy into classroom experiences that would let my students reveal themselves. We made collages, listened to their music, role played scenes, listed things they loved, and basically got to know each other. It worked. Because I worked hard to know them, they began to be interested in me. Once that happened, we were in business. You might want to read these excellent books about motivating readers in the middle--LIFE IN A CROWDED PLACE, I READ IT, BUT I DON'T GET IT (Cris Tovani), and WHEN KIDS CAN'T READ (Kylene Beers). Beckie ___ 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] Comprehension in general
In my classroom, we do an inquiry about conversation. Part of their homework for a week is to jot down conversation they see and hear. Then they decide which they thought were good conversations, and which weren't. We chart the qualities that each of the good conversations had. We then try and practice those traits when having book talks. I will ask some to fishbowl their talk if I think there's something of value the others can take from it in terms of conversation. Myra - Original Message - From: [EMAIL PROTECTED] Date: Saturday, March 10, 2007 7:16 pm Subject: Re: [MOSAIC] Comprehension in general To: mosaic@literacyworkshop.org How do you (or others) suggest teaching conversation skills? I In Knee to Knee and Eye to Eye, Ardith Davis Cole breaks down the art of conversation beautifully. Lots of practical ideas, anchor charts, and use of video to help kids engage in conversation insightfully. Pam ** AOL now offers free email to everyone. Find out more about what's free from AOL at http://www.aol.com. ___ 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] Comprehension in general
Honestly, I have many theories... First, we have tested them too much. Many teachers have taught them that reading is finding answers, so as long as they can find answers, they don't have to THINK about it. These kids love to do worksheets and read the stories and answer the questions, but if you try and have a dialogue about it, they just sit and stare. Almost all can find an answer for a test question, but ask them to explain what they just read and there's no comprehension. When I tried to teach the writing for this year's state test, they would not break out of the 4th grade patterns that they were taught. Hi, my name is John Smith, and I'm going to tell you about (fill in the space with the topic)... Even though they could recognize what made for a better introduction, most refused to try anything new. Someone trained them like Pavlov's dogs back in 4th grade, and they couldn't break out of their salivating patterns. Second, technology. They live in a world where they can control what they experience. When I grew up, I had 3 channels of TV and only one TV in the house, so whatever my parents watched, I watched...or I read a book. They have 200 channels so they are limited in their experiences, so they have no schema to pull from when experiencing something new. Most watch only 2 or 3 channels, but those channels are so limited in content they have little general knowledge. MTV, BET, SPIKE, COMEDY CHANNEL and maybe a movie channel is the best they can come up with. Even with the movie, they only watch the parts they like (Only watch the fights in ROCKY, or only the nude scenes in other movies. That's one of the reasons one my kids remembered the first scene in JAWS...they were skinnydipping). Also, with all the technology, they have multitasked themselves into non-thinkers. Recent studies have shown that people who multitask while learning a new skill don't really learn it. The areas of the brain affected while multitasking are mainly in the limbic system which is the reptilian part of the brain. People who learn a task and concentrate only on that one task have the hypothalmus affected which is the area which affects memory, learning, and deep thought. Because they are so busy with cellphones, Myspace, music, etc., they never develop those areas of the brain that are crucial to thought. I wish I could hook them up to an MRI and see what areas of the brain are firing because I'm almost sure this is the main reason we are seeing such a lack of thought. Then we have parents who allow them to do these things and don't give a damn about intelligence. Too many stress getting an education and passing when they should be stressing doing your best and gaining knowledge. Most of the kids have a just getting by mentality instead of a doing my best mentality. I've noticed this trend among adults also (It's amazing how many teachers get into the job and suddenly realize there's WORK involved and wind up quitting after a year or so). Also, many are not being brought up by parents. Most have one parent (if they are lucky) or their grandparents are bringing them up. More and more have a parent in jail or on drugs than ever. Many are bringing up their siblings by themselves and they are the closest thing to a parent in the house which brings me to my next point. It's hard to work on your homework when you're helping your little brother with his. Also, I feel they have been exposed to too much at too young of ages. When I grew up, I had to wait until I was 16 to drive, 21 to drink or smoke, and (as much as I might have wanted otherwise being a teenage boy) sex was somthing to wait on also. We had stages and rituals that gradually led up to being an adult. Now, they watch porn at 10, drink (with parental permission sometimes!) at 13, smoke at 14, and have sex at 15. I can remember seeing an R rated movie with my parents, but I never saw anything like it until I was 14 or so. These kids watch stuff with their parents at 4 years of age. The parents feel that Under a parent's supervision means they are physically there and don't discuss things with their kids who really aren't prepared mentally to experience a lot of these things which is why they haven't matured. My kids have been more immature in the last few years, and I think it is because they never had the chance to experience childhood because they experience so much ADULT content and very little chances just to be kids. I like to think this will change, but I can only see it getting worse and worse. I've been teaching long enough to know that things go in cycles and inevitably will rise again, but I'm not seeing it with this and future generations... 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
[MOSAIC] Comprehension in general
Hi, You haven't heard from me in awhile because I've met my match with this year's 8th graders. They don't read, they don't do homework, they don't do anything. They have no hobbies, interests, opinions. They are zombies who come into the classroom, sit, and take up space. For the first time ever, I can say they are not any smarter or better prepared than they were in the beginning of school...and this is confirmed by every 8th grade teacher I work with! But I've discovered something that at least explains what is going on, even though it offers no solutions: They have NO comprehension at all. I assigned movie reviews thinking it might get them to try and do something. I gave a list of the AFI Top 100 Films of all time, plus a list of the top 250 foreign films of all time. The best films ever made. I hoped they might discover a new world by seeing classics like CASABLANCA or GONE WITH THE WIND or even SILENCE OF THE LAMBS. Was I wrong. Most couldn't even watch a film because they didn't want to make the effort. They had 9 weeks to find a film, watch it, review it, and they didn't do it. So I made it an assignment for the next grading period...I wasn't going to give up. Same assignment, but this time they had to do an oral review and talk about the movie. My plan was for them to use their reading strategies and apply them to a movie 18 weeks of cajoling, reminding, and pleading, and about half did it. The ones who did, though, couldn't remember how the movie ended. They could tell me in detail about the first 10-15 minutes of the films, but they couldn't tell me the story, who the characters were, how the movie ended...nothing. I thought they might have fallen asleep, or stopped watching, but all said they watched the entire moviethey just couldn't remember anything. Some even remembered wrong endings like the girl who said the shark survived the ending of JAWS. Her logic? The shark was in JAWS 2 and 3, so it must have survived. One girl couldn't remember anything about THE WIZARD OF OZ, not the yellow brick road, Dorothy, the music,...she couldn't even tell me the name of the land they were in! One advanced student told me he watched WIZARD OF OZ, but he couldn't explain it because he got lost and confused. Another told about the Lion, Scarecrow, and the Robot. Most could not stay focused on 90 minutes of film long enough to process and remember it. Another, who loved CASABLANCA, couldn't remember what state Casablanca was located in. According to another, Clarice was interested in Hannibal Lechter because she was writing a book on him. Another watched MY FAIR LADY, but hated it because she hates musicals. I asked why did she pick it when she had over 300 to choose from and she said it sounded interesting. If they can't comprehend a movie, then what hope do we have of them comprehending a book? 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] Comprehension in general
Hi Bill, I applaud that you have hung in there to try to get them motivated but maybe they can't relate to those films. They might as well be in another language for some kids. If they have no comprehension at all, then I wonder if they could take all the pieces together to make some sense of it. Perhaps no one at their homes thought it was an important enough assignment to actually leave them alone to watch it. Parents might not understand the value of watching a movie. When you say they have no interests, do you know what they do outside of school? What do they watch on TV? Maybe you could show a quick 1/2 hour show and talk about it. Or what about picture books, maybe first start with a read aloud. I know it's tough when you have a non-motivated bunch. Have you discussed with the kids the fact that you are beside yourself with them? I would recommend Chris Tovani's book: I Read It But I Don't Get It. Good Luck! Sue BRBRBR**BR AOL now offers free email to everyone. Find out more about what's free from AOL at http://www.aol.com. ___ 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] Comprehension in general
Jan, I think you teach conversation skills by having conversations! I know, I know, this sounds too simplistic. I start out my year talking with my students, one of the very first things I do is have elicit from them what they know about having a conversation. I don't take anything for granted, we go into teensy weensy detail, from recognizing body language that give us clues to how the other person is feeling, to tone of voice and how to politely interrupt someone. We write down all the ideas we brainstorm together, then turn them into rules for conversation, and modify them as the year progresses. I try to make the classroom a safe place where the students feel comfortable sharing. The kicker is this takes time. Some kids come ready to share, others take longer, you have to be patient. I also have learned to have kids share with me before sharing with the class, just to be sure they understand what is and what isn't appropriate. (I helped them figure out how much to tell, and how much to hold back so they don't tell anything that might come back to haunt them.) Responsive Classroom is a good place to learn about this. There is an anchor chart in one of the power point files that Ginger posted that looks similar to what I do with my students. Joy/NC/4 [EMAIL PROTECTED] How children learn is as important as what they learn: process and content go hand in hand. http://www.responsiveclassroom.org - We won't tell. Get more on shows you hate to love (and love to hate): Yahoo! TV's Guilty Pleasures list. ___ 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] Comprehension in general
Question to other middle school teachers -- and perhaps high school and college as well: Does Bill's description of his 8th graders match your experience? Is Bill's class an anomoly? If not, what have you done about it that worked? Bills description is stunning: * no hobbies, interests, opinions * zombies * The had 9 weeks to find a film... * 18 weeks cajoling...about half did it * They could tell me in detail about the first 10-15 minutes of the films * Some even remembered wrong endings... * Most could not stay focused on 90 minutes of film long enough to process and remember it. Ouch. There are all kinds of opinions out there on how literacy and thinking and social interactions are changing -- and on the role of culture, technology, the economy and the generally high-pressured, mobile, fast paced lives we lead. Is Bill's class an example of this kind of change, or is it just a spectacularly bad piece of luck for Bill to have been assigned the task of educating a classroom of zombies? I keep re-reading Bill's post and looking for an opportunity -- some light leaking in from somewhere. For example, if I stretch, I can imagine giving a class of 8th graders a list of 350 of the best movies of all time, and seeing nothing but bored yawns and blank stares. How many of these movies came out after they were born? What connections do they have to Casablanca? Gone With The Wind? Let's be realistic here. The First Gulf War was over before these kids were born. The Balkan War was over before they were out of diapers. So perhaps more needed to be done to set up this assignment -- something along the lines of a discussion on how we pick movies, similar to how we pick books. Perhaps this is a line of discussion that could benefit Bill and his students. But then I re-read Bill's post again -- I try to take in his obervations. It's a lot to digest (see list above). No hobbies... Most could not say focused on 90 minutes of film... In the face of this, I feel helpless. What more could anyone do? Which is why it would be helpful to hear from other middle/high/college teachers regarding Bill's description of his kids. The conversation goes one way if this is just Bill's bummer-of-a-class. It goes another way if this is evidence of a sea change. So which is it? Or is this not the right question? I look forward to hearing back from you middle/high/college teachers. Bill - For your future and ours, I hope it's just a bad-luck year for you. Dave Middlebrook The Textmapping Project A resource for teachers improving reading comprehension skills instruction. www.textmapping.org | Please share this site with your colleagues! USA: (609) 771-1781 [EMAIL PROTECTED] - Original Message - From: Bill Roberts [EMAIL PROTECTED] To: Mosaic: A Reading Comprehension Strategies Listserv mosaic@literacyworkshop.org Sent: Saturday, March 10, 2007 5:19 PM Subject: [MOSAIC] Comprehension in general Hi, You haven't heard from me in awhile because I've met my match with this year's 8th graders. They don't read, they don't do homework, they don't do anything. They have no hobbies, interests, opinions. They are zombies who come into the classroom, sit, and take up space. For the first time ever, I can say they are not any smarter or better prepared than they were in the beginning of school...and this is confirmed by every 8th grade teacher I work with! But I've discovered something that at least explains what is going on, even though it offers no solutions: They have NO comprehension at all. I assigned movie reviews thinking it might get them to try and do something. I gave a list of the AFI Top 100 Films of all time, plus a list of the top 250 foreign films of all time. The best films ever made. I hoped they might discover a new world by seeing classics like CASABLANCA or GONE WITH THE WIND or even SILENCE OF THE LAMBS. Was I wrong. Most couldn't even watch a film because they didn't want to make the effort. They had 9 weeks to find a film, watch it, review it, and they didn't do it. So I made it an assignment for the next grading period...I wasn't going to give up. Same assignment, but this time they had to do an oral review and talk about the movie. My plan was for them to use their reading strategies and apply them to a movie 18 weeks of cajoling, reminding, and pleading, and about half did it. The ones who did, though, couldn't remember how the movie ended. They could tell me in detail about the first 10-15 minutes of the films, but they couldn't tell me the story, who the characters were, how the movie ended...nothing. I thought they might have fallen asleep, or stopped watching, but all said they watched the entire moviethey just couldn't remember anything. Some even remembered wrong endings like the girl who said the shark survived the ending of JAWS. Her logic? The shark was in JAWS 2 and 3, so it must
