I noted in last week’s blog that the required readings reminded me of flow charts.  This week’s articles give me the same feeling.  Although, I have yet to teach my own class, I attempt to apply what I’m reading/learning to my book club girls (7 sixth graders).  It’s a tight time squeeze and really I’m only introducing these concepts.  But I agree that student reading habits can change via instruction and student effort.  The process paper that Prof. Linkon described would be beneficial in strving for this change.  Unfortunately, this isn’t possible in this casual setting. 

What I believe is possible though is modifying Prof. O’Connor’s stratedgy. (She has the students design web pages).  Using poster board, the girls can  draw a “web” to link the issues. Hopefully then, they can (literally) see how the layers in the context and how the issues intersect.The book we’re reading is The Dollhouse Murders.  It is multilayered-sister with a disability, family secret regarding the murders of the grandparents, guilt over present and past tense relationships and adolescence.  Not all the girls are “getting it.” It doesn’t help that the most vocal of the group is saying this the most.

Another girl claims to have finish the book, yet couldn’t recall details from the first four chapters.  In general, it seems they are reading, but for what purpose, besides solving who dunnit, I’m not sure except to say they finshed the book.  So I reread aloud the parts that I wanted to explore in order to set the  foundation of the story.  I also suggested that they either just read what’s assigned weekly or reread the book. So I do support recursivity.  I also use it in my own reading.

(I need to digress here because of the guy next to me. I’m in the computer lab on campus and am amazed by how many students freely use their cellphones even with postings banning cellphone use decorating the room.  Not only can I hear him, but also the other person’s voice on the line! I suppose I’m showing my age here).

Okay. Another stratedgy I really like, in part because I’m an avid photographer, is Prof. Jaffe’s project.  It reminds me of I Wanna Take Me a Picture, where teaching photography to underpriviledged children worldwide provides them an opportunity to more richly explore their family/ world/culture. Then they write stories that contain details and feelings that do reflect a level of self-awareness.  And since the skills of writing and reading intertwine, this stratedgy can laterally tranfer into their reading skills.

I look forward to using these strategies more fully once I’m teaching.  In the meantime, I’ve begun to examine myself as a reader. I need to expand from being a literal reader to making more connections between ideas within the context and with other texts.  I also need to take the time to make those nuances and annotations.  It’s fascinating to read about these projects and methods. I only wish that I had learned them sooner.        Susan