If only authors had porpoises, that would be cool. Much more entertaining than toiling over why they wrote what they wrote. I've read, I've understood, but I have failed to see the value in it. I do have one book that this skill may have helped me with, The Historian, by Elizabeth Kostova. It was a major challenge trying to follow her writing style. Back and forth from one character's perspective to another, and then being unsure about which character it was, how they were connected, and so on. I did finish it a year later, and it was a good book. By golly it was challenging for me though. Did I grow from it? I don't know.
Chapter 3 response:
'we must convince disabled readers that reading is an active process. One that requires engagement, their active construction of meaning.'
I like this. Encouraging students to grasp the concept that they should not just be going thru the motions. Teaching them to interact with the text is my newfound goal from Reader's Workshop.
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The visual/artistic representations of reading strategies have really helped me out as I have struggled with how to get kids to think while reading. I left copies in the workroom.
ReplyDeleteI have learned that I am weakest when I focus on one strategy at a time--rather, admitting that good reading takes more than one strategy at a time has helped the kids see that they are not boxed into one strategy. I say "whichever two or three you think you will use" when I teach them.
I grabbed that handout this morning. I like having these visual codes out there. Thanks
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