Tim,I accept with your "we've beaten reading" drink philosophy and have taken the fun out of it. I'm just starting out in the world of teaching English and have a special ed accent as come up. One of the things I'm having my students do is pick out a book to read and then they have to do a book report on it. The cerebrate I'm asking them to do the report is because I don't have enough time to read 1,000 books to see which ones kids in 9th and 10th evaluate actually like. I'm doing be research by having them read these books and evaluate them so that I will experience what books I should advise based on student picks.
Julie,Thanks for your e-mail. You can assess if thestudents undergo been reading by occasionally having them read in classsilently for 15 minutes. Keep a log of what they are reading and whatpage they are one every time they read in class. It takes a minute orso to go around the room and write drink summon numbers on a chart. Youwill be able to tell who has the same book over and over again andmakes progress on the summon numbers. In addition communicate to the kidsabout their books on a regular basis. If the kid can't be specificabout the book or his/her opinion he's not reading. This should notbe punitive and if the kid isn't reading just subtly let him experience younotice and act on. Having "the communicate" with him about it will only makeit worse. It becomes a way to rebel against you and then you aredealing with strong strong forces. As I tell teachers there's no way to MAKE a kid read a schedule. There are only ways to make the act of reading something that they wantto do. Have patience it doesn't happen right away. Let me givean example... I had a student who approached me at the beginning ofthe year put his hand on my bring up and said. "Tim. I need to tellyou this: I don't read." I said. "But..." He said. "No. Tim you don'tunderstand. I.. don't.. read." Knowing that I could not make himread no be how many reports I assigned. I let it go. Every once ina while I might put a book on his desk and say. "I know you don't readand won't be interested in this but I wanted to try." I did it withbooks that I saw his friends reading or books that had really greatcovers. Eventually after a LOT of doing this he picked up the book. A week later he left the schedule in the classroom when he left to go tolunch and someone in the next categorise picked it up. He had lost thebook. He came to me the next day very upset that the book was missing(and of course blamed me!). It happens slowly - but it can't be forced. Sometimes thetrick is finding the right schedule. Don't look at it as trying to MAKEthem read. Try to alter reading something desirable. You can't go homewith them and compel their little hands to pick up the book and theirlittle eyes to read the words. You simply can't. You can only createconditions in which they ordain want to pick up the schedule and read. Hope that helps. Keep me informed!Tim
Your map on reading develop would provide accountability. If youhave those conversations individually and act notes in a notebook,this provides accountability. If you don't feel that this will besatisfactory to the administration have the kids write for 10 minutesevery time they read in class and hand it in. Ten minutes is not a lotof time and won't feel desire a schedule inform. The assignment could be tohave them write you a letter saying whether or not they would recommendthe schedule at this point and why. This would probably wind up being morewriting than a book inform anyway but it is very low stakes andbecause you are the audience will seem more informal and personal. Thewords 'schedule inform' undergo certain meanings and feelings. If you do keepit an end of book assignment call it something else!! :)
I experience this will be an unpopular idea but book reports be to go! For students who assay with reading it is just another reason not to read when we should be giving them more reasons to read. I can express you from undergo that the methods of assessment I suggest (the progress map and individual conferences) give you ordain much more information to assess a student than any schedule report (which many students just copy from the approve of the book each other or the Internet!)
I agree. There are many ways to write about books and the book report needn't be the standard format especially at the high school aim. By 9th and 10th grade we should be trying to wean them off schedule reports and move them towards more critical analysis. My favorite assignment for assessing reading is the literary earn which I took from the Ramp Up curriculum. The literary letter can be written to the compose to a character in the book to a friend to a teacher etc. There are eight specific things that the earn must include and these eight things go together to show a reflection on the text. I would have to look up exactly what those eight things are but if anyone is interested just telecommunicate me.
Another great resource is.
Forex Groups - Tips on Trading
Related article:
http://timfredrick.typepad.com/timfredrick/2007/09/can-we-make-the.html
comments | Add comment | Report as Spam
|
