The authors begin this book by stating their whole reason for writing it which was deep convictions and equally deep concerns. Their conviction is that literate provides a "Unique and powerful way of knowing--and therefore offers us new ways of becoming and being." (p. 7) The authors want to help students develop a deep appreciation for literature and help students "read as writers."
Chapter one addresses the principles of our instructional approach and there are six principles:
Principle One: Address the WHY. The purpose for reading lends to what we comprehend and use. If there is not a clear purpose then there is no reason to remember and transaction does not happen. Planting instruction in lessons that support questioning and focus on ESSENTIAL QUESTIONS. Essential questions are the way to organize conversations about what we know.
Principle Two: The Importance of the HOW. As teachers we tend to get the what and the how mixed up or mesh it together. Evaluating reading, telling students what a story means are used as "instruction" in teaching a child how to read. The author suggests that teachers focusing on declarative knowledge instead of procedural knowledge which is the knowledge of "how". They give an example of technical vocabulary associated with cooking. Kitchens full of tools, all different colors and sizes and reasons for having them. We know all the names and possibly the uses of each of the gadgets. While knowing the technical vocabulary may be useful it isn't necessary, but it still does not ensure that we can cook. Procedural knowledge is the HOW.
Principle Three: The Importance and Difficulty of Transfer. As teachers we need to always think about what we are doing and teaching today so that students are prepared for what they will do later. Be that tomorrow, next week, next month or next year. We should want students to transfer what they learn from reading from one text to another to their own life to the lives of others. Students should be able to transfer understanding from reading to the way they work through problems and the way they conduct themselves in life.
Principle Four: The Importance of Sequence. Learning occurs when we connect the known to the new. If what we knew before was inconsistent then it must be supported otherwise the new knowledge will not make sense. Schema theory states that all learning is metaphoric. it is a requirement for comprehension and it activates prior knowledge. Sequencing assignments so that we foster comprehension and students develop strategic knowledge.
Principle Five: The Importance of Providing Opportunities for Choice, Co-Production, and Discussion. Basically, provide meaningful choices in activities so that students can express, voice, connect.
Principle Six: The Importance of Connecting Reading and Writing. Using "students' writing as a resource for the reading, and vice versa." (p. 17)
I like this book. The first part was a bit much and quite a bit to think about, but I like that it is classroom friendly. I can take their suggestions and ideas and transform them into my classroom!
I think these six principles are very useful in guiding our instruction in reading. These principles are basic and fundamental. All our teaching practices and methods can be built on these principles.
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