[LIT] Weekly Home Reading Homework help

[Heather Poland]

Wendy,
I'm also in San Diego!! What district are you in?
I like your idea as well. Now, would the kids all read different books and
then discuss, or read the same book? This sounds great, I'm not sure how I
would be able to set it up at my school though. I'd be afraid some of the
kids couldn't get the book (if they read the same book). I only have 50 min.
and am not sure how it would work in the classroom. There could be some sort
of rotation though.
Great ideas!

On 8/10/06, macwendy at cox.net <macwendy at cox.net> wrote:
>
> Hello all,
>
> All this book talk has got me thinking.  I am starting a new year, at a
> brand new middle school, in a brand new grade.  I will be teaching English
> to the entire 7th grade.   This first year I will be the only 7th grade
> English teacher.  As of this moment I am teaching 2 honors English and 3
> regular English classes.   We are tied to the Literature Series from Holt
> according to my districts edicts and the standards and all of that.  To that
> end, I am allowed to use books as long as state standards are
> addressed.  What if I were to set up a Book of the Month Club?  Students
> would read a book and then we would set up 'book talks' that could take
> place during the regular school day or plan a Breakfast Book Club / After
> School Book Club.  I could facilitate discussions based on literary analysis
> / character analysis / theme / connections / evaluation of the
> book.  Students would receive credit for reading, attending and
> participating in the book talks.  This is just in the initial stage having
> been sparked by all of you who have written in.  Thank you.  Perhaps some
> parents would want to be a part of this too?
>
> Wendy, San Diego
>
>
>
>
>
> ---- Heather Poland <hpoland at gmail.com> wrote:
> > I like the interview idea, but there is no way that would work in my
> > situation. I will only have 3 regular English classes this year (instead
> of
> > 5) but we only have 50 min. And I will have 30+ kids per class.
> >
> > Lori, your review idea is good, I will think about this more, thanks! I
> know
> > that in real life we don't do projects or anything, but the trouble is
> that
> > I need them to turn something in. Because if they don't, quite honestly,
> > half of them (and most of the strugglers) will NOT read. I really liked
> the
> > reflections I did last year, because without them they would not have
> > started thinking deeper about their books. Maybe I will start with the
> > reflections and then do a book review study and have them post their
> reviews
> > online. On my new web site, I have a discussion board where they could
> do
> > this. That would be perfect use of that!
> >
> > On 8/10/06, ljackson at gwtc.net <ljackson at gwtc.net> wrote:
> > >
> > > Heather,
> > > I am so leary about book projects.  I side entirely with Routman, who
> > > says,"The Best Response To Reading is Reading."  That
> > > said, I totally understand your concerns.  Perhaps your could approach
> > > writing book reviews as a writing genre study, and
> > > create some sort of web-based posting that would allow students to
> create
> > > an online source.  Amazon-ish.  Might also serve
> > > to guide student selections.
> > >
> > > Lori
> > > (Still in remote access, new computer coming)
> > >
> > > On Thu, 10 Aug 2006 04:28 , SFB <kanll at yahoo.com> sent:
> > >
> > > >In our school, we are using the interview for assessment.  When a
> student
> > > finishes  a book, they request an interview.  The
> > > teacher has conversation with the student about the book.  When you
> think
> > > about it, we don't sit down and write a report or
> > > build a diarama when we finish a book. We discuss it with a
> friend.  It
> > > has been so successful that the librarian is amazed at
> > > how many books were taken out and read from the library this past
> year.
> > > >
> > > >  The teacher keeps a record of the students' reading and the number
> of
> > > pages read.  Their grade is based on this.  Of
> > > course, classics count more.
> > > >
> > > >  Good luck.
> > > >
> > > >Heather Poland hpoland at gmail.com> wrote:
> > > >  For homework, I have my 8th graders read and have an assignment
> > > attached.
> > > >This year I'm thinking about changing it a little, but I wanted some
> > > ideas
> > > >or feedback.
> > > >Last year, I required them to read at least 70 pages per week. I left
> it
> > > up
> > > >to the students to decided WHEN they would read. That way, people who
> had
> > > >activites on a certain day could read on another. Then, the following
> > > >Monday, a 1 page reading reflection was due. It was stressed that
> this
> > > was a
> > > >reflection, not a summary. And I gave lots of feedback. This worked
> out
> > > >really well last year and I was happy with it, for the most part.
> > > >I suspect, however, that some students weren't finishing books. Just
> > > reading
> > > >some and reflecting. Which is ok sometimes, but not all the time.
> > > >
> > > >So, I was toying with the idea of having some sort of book project
> due
> > > when
> > > >they finished reading their book. I would still include a reflection,
> but
> > > >perhaps some additional items, things they could choose from. I just
> > > don't
> > > >know exactly how this would look and how do I require a certain
> amount of
> > > >them? Or I could keep doing the reading reflection. Or, maybe even do
> the
> > > >reading reflection for the first semester, and book projects the
> second
> > > >semester?
> > > >Any advice?
> > > >
> > > >--
> > > >- Heather
> > > >
> > > >"The world of books is the most remarkable creation of
> > > >man. Nothing else that he builds ever lasts. Monuments
> > > >fall; nations perish; civilizations grow old and die out;
> > > >new races build others. But in the world of books are
> > > >volumes that have seen this happen again and again and yet
> > > >live on. Still young, still as fresh as the day they were
> > > >written, still telling men's hearts of the hearts of men
> > > >centuries dead." --Clarence Day
> > > >
> > > >"While the rhetoric is highly effective, remarkably little
> > > >good evidence exists that there's any educational substance
> > > >behind the accountability and testing movement."
> > > >—Peter Sacks, Standardized Minds
> > > >
> > > >"When our children fail competency tests the schools lose
> > > >funding. When our missiles fail tests, we increase
> > > >funding. "
> > > >—Dennis Kucinich, Democratic Presidential Candidate
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> >
> > --
> > - Heather
> >
> > "The world of books is the most remarkable creation of
> > man. Nothing else that he builds ever lasts. Monuments
> > fall; nations perish; civilizations grow old and die out;
> > new races build others. But in the world of books are
> > volumes that have seen this happen again and again and yet
> > live on. Still young, still as fresh as the day they were
> > written, still telling men's hearts of the hearts of men
> > centuries dead." --Clarence Day
> >
> > "While the rhetoric is highly effective, remarkably little
> > good evidence exists that there's any educational substance
> > behind the accountability and testing movement."
> > —Peter Sacks, Standardized Minds
> >
> > "When our children fail competency tests the schools lose
> > funding. When our missiles fail tests, we increase
> > funding. "
> > —Dennis Kucinich, Democratic Presidential Candidate
> > _______________________________________________
> > The Literacy Workshop ListServ http://www.literacyworkshop.org
> >
> > To unsubscribe or modify your membership please go to
> http://literacyworkshop.org/mailman/options/lit_literacyworkshop.org.
>



-- 
- Heather

"The world of books is the most remarkable creation of
man. Nothing else that he builds ever lasts. Monuments
fall; nations perish; civilizations grow old and die out;
new races build others. But in the world of books are
volumes that have seen this happen again and again and yet
live on. Still young, still as fresh as the day they were
written, still telling men's hearts of the hearts of men
centuries dead." --Clarence Day

"While the rhetoric is highly effective, remarkably little
good evidence exists that there's any educational substance
behind the accountability and testing movement."
—Peter Sacks, Standardized Minds

"When our children fail competency tests the schools lose
funding. When our missiles fail tests, we increase
funding. "
—Dennis Kucinich, Democratic Presidential Candidate