Beers and Probst introduce the book by explaining how the book has been a process that has taken them several years to publish. I appreciate their thoroughness and perseverance. It tells me that their methods are truly classroom tested which I appreciate.
Section 1: Is reading still reading?
Yes. I think so. The beginning of the chapter questions the use of e-readers versus a traditional book. I have an endorsement in Library Science and was our school librarian for a spell, and I've got to admit I struggled with this for a long time. Even though my preference is still the "old school" bound book, I see e-readers as valuable tools to engage reluctant readers or students without access to reading material. Our "local" library is several miles from our school, and many of the families in my area do not have transportation to get there. There isn't a bookstore within a 25 mile radius. Many Most of my students do not have books to read in their homes. If they do, the books are usually too easy or too hard and generally just not appropriate for them. That said, a LOT of my families have smartphones. They generally have access to free apps and readers, which I think is a good sign. With technology being more and more accessible, I think we as teachers (or librarians) should help them seek out these resources.
Section 2: What is the role of fiction?
Fiction plays such an important role in early childhood development, and always has dating way back before Dick and Jane. Folktales and fairy tales were told to children to amaze or in some cases frighten them into compliance. They were used to teach social expectations and norms. Fiction today isn't that different. In the book, Beers and Probst argue the necessity for teaching narrative texts, but also acknowledge the push of non-fiction texts that has come with the Common Core Standards.
I love Beers quote, "Nonfiction lets us learn more; fiction lets us be more." I think, like with most things there needs to be a healthy balance of both in today's classrooms. At the end of this section, the authors ask you to ponder the balance of texts you currently teach in your classrooms. They also ask you to think about what genre of fiction your students are reading.
I thought it would be handy to have sort of a checklist to use throughout the year as a planning tool, so I made these "Genre Tracking" pages to put in the front of my planbook.
You can grab it free in my store if you think it will be something you can use, too.
Stay tuned next week, as we continue to closely read Notice and Note!
Happy reading!
Section 2: What is the role of fiction?
Fiction plays such an important role in early childhood development, and always has dating way back before Dick and Jane. Folktales and fairy tales were told to children to amaze or in some cases frighten them into compliance. They were used to teach social expectations and norms. Fiction today isn't that different. In the book, Beers and Probst argue the necessity for teaching narrative texts, but also acknowledge the push of non-fiction texts that has come with the Common Core Standards.
I love Beers quote, "Nonfiction lets us learn more; fiction lets us be more." I think, like with most things there needs to be a healthy balance of both in today's classrooms. At the end of this section, the authors ask you to ponder the balance of texts you currently teach in your classrooms. They also ask you to think about what genre of fiction your students are reading.
I thought it would be handy to have sort of a checklist to use throughout the year as a planning tool, so I made these "Genre Tracking" pages to put in the front of my planbook.
Stay tuned next week, as we continue to closely read Notice and Note!
Happy reading!
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