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In Search of the Novel:Teacher-TalkNovel

Subject: Re: Reading in class

From: Sue Oliver (soliver@d20.co.edu)
Date: Mon Apr 17 2000 - 18:22:17 EDT


Diana,
        Is this for your advanced level classes or regular classes? Also what is
New York in Short? That's a new one for me. Thanks for replying.
Sue Oliver

> Sue Oliver wrote:
> >
> > There was some discussion about reading aloud in class or giving class time for
> > students to read. I heartily agree that both should be allowed. I teach 8th
> > grade and most of my students enjoy being read to. Many of them are slow
> > readers and find it helpful to hear the first page or so before I turn them
> > loose to read on their own. It gives them a purpose for reading and I usually
> > leave off in a place where they want to keep reading. They keep at it until the
> > end of the story or chapter. This also helps slow readers to follow along with
> > the words. They can see and hear pronunciation and listen to how a sentence
> > should be read.
> >
> > I also agree that kids need time in class to read. They do have hectic
> > schedules and appreciate (usually) what time they are given. If they misuse the
> > time, they don't get it in the near future.
> >
> > One other idea. I just started a unit where I'm combining the reading of the
> > novel with their research. I gave them a list of 12 novels from which they
> > could choose. We have 10 of them as class sets, which I've taught before. They
> > must choose a novel that 3 other people in class are also reading. That way
> > they have a discussion group formed and we will meet in small groups along the
> > way. Also they must base a research topic on that novel. For example: No
> > Promises in the Wind by Irene Hunt. They could research teen runaways, gangs,
> > circus professions, the Great Depression, hobos and Hoovervilles, etc. They can
> > choose any of the 12 novels and then select what topic they'll research based on
> > that novel. The other titles include To Kill a Mockingbird, The Iceberg Hermit
> > (Roth), Words by Heart (Sebestyen), Woodsong (Paulsen), Call of the Wild
> > (London), Hound of the Baskervilles (Doyle), Eva (Dickinson), Beardance (Hobbs),
> > Summer of My German Soldier (Greene), The Last Silk Dress (Rinaldi), and Z for
> > Zachariah (O'Brien). This gives the students a feeling that they have chosen
> > the novel and the topic and it's not being pushed down their throats. It will
> > also (hopefully) give a chance for quieter students to voice an opinion in a
> > small group that they wouldn't offer in front of the whole class. We'll see.
> > Any comments/suggestions?
> >
> > Sue Oliver
> >
> > ---------------------------------------------
> > Academy School District Twenty 20Mail
> Sue, I do something similar with in class reading. Currently, my
> sophomores are working on a three segment nonfiction unit. Segment One-
> 20 minute in class silent reading of an autobiography/biography of
> choice (composition topic - recognizing objective or subjective point
> and view). Segment Two - a research paper on topic of choice. We are
> working on this through the research process in which each of six parts
> have due dates. Segment Three - selected readings from our textbook
> with one to two page, word processed summaries of related happenings.
> These will be turned in as a portfolio. We started this unit last week
> and will finish all segments May 5th. My juniors also read three
> contemporary novels written by American authors and do each of three
> activities - oral report/analysis, written review based on New York In
> Short, and a detailed creative project. I also give class time for
> silent, sustained reading. Diana.

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Academy School District Twenty 20Mail


 

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