Sunday, November 27, 2011
Chapter 3 - Question 4
The discussion of modeling higher-order reading is fascinating. Is there a way that such reading might be taught on a regular basis in your classroom? It is the foundation for the Junior Great Books series - feel free to check them out of the leveled book room for use with your classes!
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Schmoker strongly suggests this as the primary method to use in our teaching of reading. I found this to be an incredibly refreshing message, as it parallels much of what I attempt to do with my (granted) high-end readers. These kinds of higher-order questions are essential as students grapple with good literature. These are the sorts of connections that I'm attempting to get my students to make as they're competing their journals (the ones I shared in a PLC earlier this fall). I also agree that Junior Great Books are terrific, especially for helping kids with inferences -- while using quality literature as you go.
ReplyDeleteI like his ideas about involvement - simple but easily neglected, like the popsicle sticks and thing/pair/share. I've been carrying my "sticks" with me the last few days.
ReplyDeletelately I've been focusing on constructing few, high interest questions - whether they are for reading, writing, or social studies. One well designed, high-interest question is a powerful thing!
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ReplyDeleteThe first practical application that comes to mind, again, is the need for quality literature. As Ben and Mark mentioned, using high quality literature and well formed thought provoking questions needs to be the first step. I love annotating text, and with the right atmosphere this excitement about dissecting a poem, narrative, or non-fiction piece has been contagious in my class room. I struggle with consistently creating opportunities for this type of lesson.
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