Comprehension Going Forward: Ch. 3

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Professional Readings Chatboard

Comprehension Going Forward: Ch. 3

by Teri

Jun 24, 2011

My favorite quotation for this chapter came from one of the sidebars--"Gradual release is not a linear process but rather a recursive and dynamic one." (Stephanie Harvey)

I like the notion that we can "release" the students but then go back to modeling or add more scaffolding if they need it.

I agree with Debbie Miller that students need to be involved with the lessons right from the start, instead of just WATCHING us, the teachers, constantly just modeling. The need to be actively learning, not just watching us do all the work.

Idea about my teaching inspired by this chapter: 1. I've been starting my classes with SSR time. However, I think I'm going to move SSR to the end of class and have students practice the strategy using their SSR book/reading. This will, I think, have a second benefit of making some of the harder-sell students buy into SSR since their will be a "purpose" to it.

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judy5ca Thanks, Teri, for getting us started (typing is a little easier today).

I love the quotation you selected about gradual release. Most good teachers used gradual release even before it was called that, but Miller so clearly defines its meaning and worth. I was cheering as I read her lesson, her perfect lesson. I love the way she takes us th...See More

Jun 24, 2011

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dc Yes, that just reminded me of your writer's workshop approach Judy! You always spoke about how the focus of conferences was on the writer, not the writing....I think Debbie Miller is saying this as well. Our focus should be on the reader, not the specifics of the reading.

I love Debbie Miller, loved her book Reading with Meaning. It really...See More

Jun 24, 2011

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PMo I agree, Judy -- I just loved that way Miller focuses, again and again, on "what are you learning about yourself as a reader"? But I really recognized my class she discussed the way in which a concluding-share can turn into a wearying topic-fest rather than an exploration of what was HAPPENING for the readers as they read. These are pieces that I w...See MoreI agree, Judy -- I just loved that way Miller focuses, again and again, on "what are you learning about yourself as a reader"? But I really recognized my class she discussed the way in which a concluding-share can turn into a wearying topic-fest rather than an exploration of what was HAPPENING for the readers as they read. These are pieces that I will be using a LOT in the year to come, as well as her point that, during one-to-one sharing, we need to "make it clear it's not just one turn each and we're done..." THIS is something I have struggled with, and want to do more thinking about.

aOn 6/24/11, judy5ca wrote: > Thanks, Teri, for getting us started (typing is a little easier > today). > > I love the quotation you selected about gradual release. Most > good teachers used gradual release even before it was called > that, but Miller so clearly defines its meaning and worth. I > was cheering as I read her lesson, her perfect lesson. I love > the way she takes us through the whole process (minilesson, > conference, sharing) while detailing her purpose and her thinking. > > I'm excited about her language "learning about ourselves as > readers" and plan to steal that. She finished her conference > asking, "So what are you learning about yourself as a reader > today?" and made the focus of sharing what we're learning about > ourselves as readers. Brilliant! Her focus never wavers. > > My most favorite concept was putting "children in authentic > learning situations where they practice applying them" because > "digging into the thinking process ultimately leads to > independence." This is always my goal. > > Judy > > > On 6/24/11, Teri wrote: >> My favorite quotation for this chapter came from one of the >> sidebars--"Gradual release is not a linear process but >> rather a recursive and dynamic one." (Stephanie Harvey) >> >> I like the notion that we can "release" the students but >> then go back to modeling or add more scaffolding if they >> need it. >> >> I agree with Debbie Miller that students need to be >> involved with the lessons right from the start, instead of >> just WATCHING us, the teachers, constantly just modeling. >> The need to be actively learning, not just watching us do >> all the work. >> >> Idea about my teaching inspired by this chapter: >> 1. I've been starting my classes with SSR time. However, >> I think I'm going to move SSR to the end of class and have >> students practice the strategy using their SSR >> book/reading. This will, I think, have a second benefit of >> making some of the harder-sell students buy into SSR since >> their will be a "purpose" to it. >>

Jun 25, 2011

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judy5ca Exactly, PMo! I work very hard to make the classroom a safe and caring community, but there are 2 times I curtly cut kids off: during reading when "It's all about me" (personal connection) and during writing when they try to connect an event in another writer's work to their own experiences (then I'm downright rude: "Stop. This is about JoeBob's wr...See MoreExactly, PMo! I work very hard to make the classroom a safe and caring community, but there are 2 times I curtly cut kids off: during reading when "It's all about me" (personal connection) and during writing when they try to connect an event in another writer's work to their own experiences (then I'm downright rude: "Stop. This is about JoeBob's writing, not you. Do you have something to say that can help him with his writing?").

On 6/25/11, PMo wrote: > I agree, Judy -- I just loved that way Miller focuses, again and > again, on "what are you learning about yourself as a reader"? > But I really recognized my class she discussed the way in which a > concluding-share can turn into a wearying topic-fest rather than > an exploration of what was HAPPENING for the readers as they > read. These are pieces that I will be using a LOT in the year > to come, as well as her point that, during one-to-one sharing, we > need to "make it clear it's not just one turn each and we're > done..." THIS is something I have struggled with, and want to do > more thinking about. > > aOn 6/24/11, judy5ca wrote: >> Thanks, Teri, for getting us started (typing is a little easier >> today). >> >> I love the quotation you selected about gradual release. Most >> good teachers used gradual release even before it was called >> that, but Miller so clearly defines its meaning and worth. I >> was cheering as I read her lesson, her perfect lesson. I love >> the way she takes us through the whole process (minilesson, >> conference, sharing) while detailing her purpose and her > thinking. >> >> I'm excited about her language "learning about ourselves as >> readers" and plan to steal that. She finished her conference >> asking, "So what are you learning about yourself as a reader >> today?" and made the focus of sharing what we're learning about >> ourselves as readers. Brilliant! Her focus never wavers. >> >> My most favorite concept was putting "children in authentic >> learning situations where they practice applying them" because >> "digging into the thinking process ultimately leads to >> independence." This is always my goal. >> >> Judy >> >> >> On 6/24/11, Teri wrote: >>> My favorite quotation for this chapter came from one of the >>> sidebars--"Gradual release is not a linear process but >>> rather a recursive and dynamic one." (Stephanie Harvey) >>> >>> I like the notion that we can "release" the students but >>> then go back to modeling or add more scaffolding if they >>> need it. >>> >>> I agree with Debbie Miller that students need to be >>> involved with the lessons right from the start, instead of >>> just WATCHING us, the teachers, constantly just modeling. >>> The need to be actively learning, not just watching us do >>> all the work. >>> >>> Idea about my teaching inspired by this chapter: >>> 1. I've been starting my classes with SSR time. However, >>> I think I'm going to move SSR to the end of class and have >>> students practice the strategy using their SSR >>> book/reading. This will, I think, have a second benefit of >>> making some of the harder-sell students buy into SSR since >>> their will be a "purpose" to it. >>>

Jun 25, 2011

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