Responses 
This section covers good approaches to help students become interested in responding to their readings rather than the typical book report. Some of the pleasure of reading is taken away when the burden of a book report is attached to the assignment. So, Tony Stead decided that as a whole class they would make a list of the different possible ways students could respond rather than just writing a long summary. After the modeling of one of their proposed ideas, students had the master list to pull from whenever they needed to respond to a book. In order to ensure that students did not continuously pick the same method of responding weekly, they were required to keep a response log.
Though the log is a good monitoring device, I think it seems troublesome to place in the class and also a bit time consuming. Teachers have to use yet another rubric to grade students response. In a class like my departmentalized 5th grade reading class, that would be a huge responsibility to keep track of 100+ reading logs.
As a way to share responses in class, the author suggests grouping students to make the process go quicker. That allows students ideas and also achievements to not be put off for as much time as a week or two. Tips for a quick and successful share time include keeping it short and being prepared. Teachers must continuously provide support, however, in making sure students are making sure to include both fiction and nonfiction responses as well as keeping it simple.
Literature circles are also highlighted in this section. They are a way for students to select their book, select their group, and share what they know in a comfortable zone. My mentor teacher absolutely loves literature circles. They help strengthen student interaction and get the students talking about what they are reading. If a teacher feels more comfortable picking the book or group for whatever reason, that can work too.
The final chapter simply gives great resources for how students can respond to readings. A few of my favorites that I could see myself using as a teacher are:
1. Write a brief travel guide
2. Create a wanted poster
3. Hold a debate
4. Write letters to a newspaper
5. Conduct an interview.
This section stands out to me because the author strives to present as many options as possibles to release students from the burden of the dreaded book reports constantly given in school. I like that he truly cares what the students desire and has recognized a way to motivate students to read. There is also a real sense of student-teacher interaction in these last chapters. In order to gain the list of ideas of alternate reading responses, the teacher and class compile the list together and the teacher keeps check on their progress and their different response types.
Though the log is a good monitoring device, I think it seems troublesome to place in the class and also a bit time consuming. Teachers have to use yet another rubric to grade students response. In a class like my departmentalized 5th grade reading class, that would be a huge responsibility to keep track of 100+ reading logs.
As a way to share responses in class, the author suggests grouping students to make the process go quicker. That allows students ideas and also achievements to not be put off for as much time as a week or two. Tips for a quick and successful share time include keeping it short and being prepared. Teachers must continuously provide support, however, in making sure students are making sure to include both fiction and nonfiction responses as well as keeping it simple.
Literature circles are also highlighted in this section. They are a way for students to select their book, select their group, and share what they know in a comfortable zone. My mentor teacher absolutely loves literature circles. They help strengthen student interaction and get the students talking about what they are reading. If a teacher feels more comfortable picking the book or group for whatever reason, that can work too.
The final chapter simply gives great resources for how students can respond to readings. A few of my favorites that I could see myself using as a teacher are:
1. Write a brief travel guide
2. Create a wanted poster
3. Hold a debate
4. Write letters to a newspaper
5. Conduct an interview.
This section stands out to me because the author strives to present as many options as possibles to release students from the burden of the dreaded book reports constantly given in school. I like that he truly cares what the students desire and has recognized a way to motivate students to read. There is also a real sense of student-teacher interaction in these last chapters. In order to gain the list of ideas of alternate reading responses, the teacher and class compile the list together and the teacher keeps check on their progress and their different response types.
I was also wondering about the use of a log to record students' responses. If the teacher is seeing the responses and providing feedback I do not see a need for having the students to have the extra task of filling out a log. That seems like a teacher task if he or she wanted that data.
ReplyDeleteThroughout this book I have also been impressed with the way that students' desires have been considered in every step of setting up a reading classroom. I think it is amazing to see a book that looks at these things as most important.