After looking over all the strategies in Tovani’s book, and having done one myself, I have decided that using the strategies in the classroom can be beneficial. I could definitely see myself using strategies such as the double- entry diary or the highlighting exercise when introducing the class to a difficult text (i. e. something not in modern English). Because they are so involved, I definitely wouldn’t do it too frequently; however, I think that once the students have read a text once or twice using one of these methods, they will become more aware as they read. Therefore, they’ll probably begin to mentally pick out the same things they would have written while using the strategy. I also like the comprehension constructor for a poem. I think that could be useful when students are exposed to difficult poetry. I think a lot of students struggle with poetry, and overall, don’t “get” it. I don’t know why, but I’m thinking of Emily Dickinson’s poems, which a lot of people don’t understand. Perhaps using a strategy such as this one would help a student understand it a bit more. I think the best thing about the strategies Tovani offers us is that they give the students the opportunity to try to comprehend for themselves. They attempt to read it first, without the teacher feeding them the right answers. I think that helps build independent readers. J
I did skim through Atwell’s book (at least the chapters we’ve read) and I really couldn’t find any mention of her using any particular strategies. I know that in her reading workshop everyone is reading something different, and students can choose to abandon books they don’t like. I also know that she really encourages the social aspect of learning. Maybe her students address their confusion or issues with a text directly with her during one of her conferences. Perhaps they write about it in their journals, and Atwell or a friend can respond with some clarification. I know Atwell is always nudging her students to go deeper in their reading, but does she actually teach her students any strategies?
Hey Kristen! At the end of your blog, you asked if Atwell actually teach her students any strategies. Yep, she does! I mean, she’s not very direct and specific (like a cookie-cutter recipe) as Torvani is, but she does demonstrate strategies to her students. For instance, Atwell models her thinking to her students while reading and writing samples. That strategy, I believe, is the Think-Aloud strategy. She applies that strategy in her mini-lessons and her students apply what they’ve learned from her during their reading and writing workshops.
ReplyDeleteIn Ch.13, Nancie Atwell teaches the reader how to approach poetry, whether we’re teaching it or learning it. Of course, as she says, we as future teachers must learn how to approach and appreciate poetry in order to teach it effectively so that children can reap the benefits and so that the poetry gets what it deserves. I found it shocking at the beginning of chapter when Atwell mentions that literature taught in grammar school consists of 97% prose and only 3% poetry! I can make sense of that because as a student, I’ve always been intimidated by poetry, up until this previous summer, only because learning about poetry was rare. Therefore, I always felt that when a teacher THREW OUT a poem at us (that’s how we felt the teacher was doing), we all felt intimidated because we never practiced poetry enough to know how to perform a line-by-line analysis. That’s one of my favorite parts of the chapter: instead of doing a line-by-line analysis, Atwell encourages student responses that “match the mood, subject, theme, or language of the poem…” I’m so glad I read this chapter before planning my mini-lesson. Fortunately, the student teacher in my observation classroom is teaching her poetry unit and I will incorporate my mini-lesson with her unit.
Also, I love how Atwell emphasizes teaching contemporary poetry. I was first exposed to that genre last semester in my British Literature II class. I fell in love! One of the selected poets we were assigned to read was Carol Ann Duffy. It is one of her poems, Stealing, that I will be using for my mini-lesson presentation. I chose this poem because it is one of my favorites and I feel that my 8th graders will really enjoy it because it is very possible for them to relate to it. Also, that poem helps me answer the question, “What makes a poem resonate for me?” I’m looking forward to answering that question with my students!
I see that I’m going way over my blog word limit so I’m going to cut it off here and continue my discussion in class tomorrow. See ya!
I believe my grade school teachers