[MOSAIC] teaching the book vs. teaching the reader
phoenixone at sbcglobal.net
Sun Sep 19 11:52:29 EDT 2010
I don't think this is an "either/or" situation. One can teach
comprehension strategies AND connect books students are reading to
other activities that supplement the understanding of plot, character
relationships, etc., and which may tap into other learning styles. The
visual learner might understand and remember plot structure better by
creating a visual timeline. The student who enjoys writing might make
more text-to-self connections by writing a poem that is related or
supplementary to the text.
I am not normally a supporter of activities that do not require
attention to content, no matter what area of the curriculum, but taking
all the fun out of school is a dreadful direction.
On Sep 18, 2010, at 10:03 PM, jvmazur at comcast.net wrote:
> I'm sorry to be argumentative, but I think that what you describe is
> an excellent example of teaching kids about a book (or piece of text).
> Instead of your 'fun activities,' I firmly believe that we should be
> teaching reading comprehension strategies to help our kids become
> better readers. My students love delving into text, applying reading
> comprehension strategies and discussing our thinking. We do not color
> or learn about books; we learn to be more proficient readers. Let's
> not teach the book, let's teach the reader.
> I have a very hard time understanding how this kind of post winds up
> on the Mosaic chatboard. I suggest you read Mosaic of Thought.
> ----- Original Message -----
> From: "Susan Joyce" <seoigh at earthlink.net>
> I also am in my second year of teaching Read 180. I teach Stage B to
> 6th graders. My classes include both Gen.Ed. and Students
> w/Disabilities. I also require my students to keep a daily reading
> log. I check the logs every Friday for a grade and for the most part,
> knowing that the logs will be checked keeps most of my students
> One of the ways I try to keep my students engaged with the program is
> to extend the lessons by doing some "hands-on" activities. For example
> in Workshop 2 which covers disasters and focuses on the skill of
> sequencing, we read a story "Fire on a Mountain". After we read the
> story and complete the workshop activities in the rBook, I have my
> students create a timeline of the sequence of events in the story on a
> foldable and draw pictures to go along with the timeline. They seemed
> to enjoy that. In another workshop which concerns "identity", we read
> a story about a girl who runs away and changes her identity. I had my
> students create an "I Am" poem and draw their self-portrait. So, I
> think if you can find a way to extend the lessons and add more
> creative,"hands-on" experiences, they will be more engaged. Good Luck!
> Susan Joyce
> Palm Harbor, FL
"Learning isn't a means to an end; it is an end in itself."
~ Robert A. Heinlein
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