The explanation on page 123 makes this method seem possible but still daunting. “Guiding the entire class thought each text by alternating between reading out loud to them, discussing and explaining the text where he sees fit, and then having students read independently and interpretively – as he monitors their engagement and understanding.” Many of the titles on the list adults struggle to read because of complexity, raw content, or length. Teachers would need to be extremely, painstakingly familiar with each text to be able to guide young students through the text. As Liz mentioned in another post, I would love to dive into an idea like this headfirst. However, it sets my mind spinning logistically and I wonder how students would adjust to the length, pace and complexity that would suddenly be required.
This part is difficult to believe for me. To read a masterwork (and write two essays)every two weeks of the school year seems impossible to do well. Several of these books require a huge investment in background knowledge, others have very questionable content for elementary (Catcher in the Rye includes a young man's attempts at intimacy with a stripper). I love Schmoker's ideas but this part didn't pass the "straight face" test for me. Maybe the teacher does a great job of setting the scene, then reads excerpts from the books, then they discuss.
I agree with Ben and Karin; these texts are difficult and parts are inappropriate. Many of these books are written for high school (when I read them) and I feel that is where they belong.
It is important to read, discuss and write and while we may feel the texts in this list are up for debate; the main thought we should walk away with is encouraging students to read, discuss and write about literature. Maybe we need to create book lists our school/grade levels/individual teachers are comfortable with and try some of Schmoker's ideas on a scale we feel at ease with...food for thought.
I love the idea of what Mr. E does at Hobart, although I agree with the rest of you about the book selections. We might have to modify those. What I find exciting is that we could, as a staff, consider trying something like this out. If we could get to the point where we "we completely (ignore) the state standards and the basal reader" (as Schmoker champions on the bottom of pg. 122) we might really enjoy our own literature classes! Wouldn't that be rewarding?! :)
The explanation on page 123 makes this method seem possible but still daunting. “Guiding the entire class thought each text by alternating between reading out loud to them, discussing and explaining the text where he sees fit, and then having students read independently and interpretively – as he monitors their engagement and understanding.”
ReplyDeleteMany of the titles on the list adults struggle to read because of complexity, raw content, or length. Teachers would need to be extremely, painstakingly familiar with each text to be able to guide young students through the text. As Liz mentioned in another post, I would love to dive into an idea like this headfirst. However, it sets my mind spinning logistically and I wonder how students would adjust to the length, pace and complexity that would suddenly be required.
This part is difficult to believe for me. To read a masterwork (and write two essays)every two weeks of the school year seems impossible to do well. Several of these books require a huge investment in background knowledge, others have very questionable content for elementary (Catcher in the Rye includes a young man's attempts at intimacy with a stripper). I love Schmoker's ideas but this part didn't pass the "straight face" test for me. Maybe the teacher does a great job of setting the scene, then reads excerpts from the books, then they discuss.
ReplyDeleteI agree with Ben and Karin; these texts are difficult and parts are inappropriate. Many of these books are written for high school (when I read them) and I feel that is where they belong.
ReplyDeleteIt is important to read, discuss and write and while we may feel the texts in this list are up for debate; the main thought we should walk away with is encouraging students to read, discuss and write about literature. Maybe we need to create book lists our school/grade levels/individual teachers are comfortable with and try some of Schmoker's ideas on a scale we feel at ease with...food for thought.
Liz, I like your idea of creating book lists that we are comfortable with and appropriate!
DeleteI love the idea of what Mr. E does at Hobart, although I agree with the rest of you about the book selections. We might have to modify those. What I find exciting is that we could, as a staff, consider trying something like this out. If we could get to the point where we "we completely (ignore) the state standards and the basal reader" (as Schmoker champions on the bottom of pg. 122) we might really enjoy our own literature classes! Wouldn't that be rewarding?! :)
ReplyDelete