My experience is primarily with secondary teachers and my personal bias is
that some HS and MS teachers in content areas think they don't have to teach
reading. It's sometimes difficult for me to stay calm when a teacher that
says something like, "I teach Biology. I DON'T teach reading!" (deep sigh)

Teachers can really help to engage readers by reading aloud and modeling
thinking (metacognition). These are often missing elements at the secondary
level. Secondary teachers can sometimes be guilty of just having kids read
textbooks silently and then they wonder why the kids "don't get it". So, I
think there's plenty of room for teachers to model good reading and then
talk about "thinking" during reading with students. 

I'd like to point everyone to a great source of information on our sister
organization Mosaic's website. There is an awesome "Tools" page at
<http://www.readinglady.com/mosaic/tools/tools.htm>. You might be interested
in the Staff Development items on this web page especially 
   * Ellin Keene's "What To Look For In Instructional Practices" 
   * Metacognition ideas/thoughts from Deb
   * "Exploring the Cueing Systems" activity by Elouise

There are also some great resources at The Literacy Toolbelt website
http://literacytoolbelt.tripod.com/. If you click on "Fab Five" there's a
nice PowerPoint by Marzano on "Building Background Knowledge".

Lastly, I see many teachers with heart in the right place in trying to teach
vocab, but making students copy definitions, use the word in a sentence, and
complete a "hidden word" game are probably not going to cut it. Our good
friend John Norton send out a link last week in MiddleWeb's "Of Particular
Interest" bulletin to a site - "Teaching Vocabulary to Adolescents to
Improve Comprehension" <http://www.readingonline.org/articles/curtis>. This
features excellent researched-based methods with some really nice activities
and assessment tools to support the major points of the article. 

Good Luck,

Keith Mack
[EMAIL PROTECTED]
http://www.literacyworkshop.org

 


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