Helping content teachers recognize the process of reading, and learn ways to support their students in "getting" their textbooks, has been an exciting aspect of the coaching phenomena that is taking place in many schools. I have been really thrilled to see content teachers have an "ah ha!" moment when they get the opportunity to learn about a process that for many of them, was as much of a mystery as algebra is to me!
To be truthful, many of the teachers assigned to teach reading and writing, all older, general elementary teachers, have benefited a lot too from an awareness of strategy instruction. When I first started in my school, there was almost no independent reading, round-robin reading of novels, etc. I remember one person looking at me incredulously, asking me that if the kids didn't round robin read, how on earth could she know if they could read?.... Fortunately, things have improved for those kids. I agree with Alice that it's very important for content and LAL teachers to be on the same page as far as language and expectation of form. If the school doesn't have a coach, per se, then meeting as a team to define these things is probably the only answer. Our CA teachers were having a horrible time getting kids to "unlearn" the deadly requirement of one social studies teachers to end their essays with, "And that's what I think about that." (We started calling it 'Forrest Gumpism.')By working with her, and showing both high-and low-scoring state essay models, she was finally convinced that this requirement should go. The mind-number for us, however, is that if the content teacher says it, it's like the procedure is welded into our kids' brains! It takes 3 times as much effort for them to "unlearn" poor habits...as a result, we keep trying to keep content teachers close to us. Mary On 3/8/08 11:20 AM, "Heather Poland" <[EMAIL PROTECTED]> wrote: > I agree with both of you! I think that lots of content area teachers don't > know where to begin though. They need the students to get the content, but > they have not been taught how to teach the students how to read the texts or > how to instruct them in writing. They get frustrated and end up dumbing down > the reading and writing. I would love to see single subject credential > programs have a course on this! > > On Sat, Mar 8, 2008 at 8:36 AM, ljackson <[EMAIL PROTECTED]> wrote: > >> I agree. I see far too many content folks just assuming the kids can read >> what is put in front of them. I don't see their role as teaching reading >> so >> much as teaching genre and form. Understanding text features and the >> special kinds of strategies that make sense for the text book and other >> supplementals they may use is very much their job. >> >> Lori >> >> >> On 3/8/08 8:02 AM, "Alice Cortigiano" <[EMAIL PROTECTED]> wrote: >> >>> >>> Reading strategies should be known and used by all content teachers. It >> is >>> not rocket science and if everyone used the same language it would help >>> reinforce what the language arts teacher are trying very hard to do in >> the >>> classroom. If it is only addressed in the LA classroom then there will >> be no >>> application in other classes. >>> >>> Writing....social studies could focus on sequencing, compare/contrast >> and >>> summarizing, science.....summarizing, compare/contrast essays, lab >> reports, >>> etc. Math, written explanations of what they are doing and why, making >> up >>> and sharing their own word problems, summarizing what they have learned >> in >>> class.. >>> >>> The content teachers can NOT put all the writing off on the language >> arts >>> teacher. They need to pull their weight here too. I have been on both >> sides >>> of the fence and feel that we should all be teachers of reading and >> writing >>> and that means more collaboration and integration. >>> >>> Maybe when SS teacher assigns a written report the LA teacher can also >> work >>> with the students to support this assignment. Or, both teachers can >>> collaborate on what the students need to work on to support their >> learning. >>> When we just give out these assignments to do at home, we should not be >>> surprised at what we get back! >>> >>> JMHO! :) >>> Alice >>> >>> -----Original Message----- >>> From: [EMAIL PROTECTED] >>> [mailto:[EMAIL PROTECTED] On Behalf Of Mary Dovey >>> Sent: Friday, March 07, 2008 5:58 PM >>> To: A list for improving literacy with focus on middle grades. >>> Subject: Re: [LIT] Course names help >>> >>> Hi Jaime- >>> I used to feel the way you do, particularly when I was teaching high >> school >>> English. Now, I don't, and here's why: middle school is the place where >>> reading as a skill moves from decoding to comprehension very, very >> quickly. >>> Middle School reading teachers, besides teaching about literary genres, >> and >>> helping kids develop healthy independent reading habits, need to focus >>> largely on teaching comprehension skills to tackle difficult content >> area >>> textbooks, newspapers, magazines, and other materials in the world at >> large. >>> >>> Science, social studies, math and other content teachers, however, are >> held >>> responsible for making sure their students learn "the stuff" of their >>> disciplines, matter whether the learning is through reading, or hands-on >>> activities. Most content teachers, I think, would agree that they need >> to be >>> aware of techniques to assist their students in reading their textbooks. >>> Fortunately, many of our content teachers have asked me for help in ways >> to >>> build background knowledge, use active reading techniques such as >> hotseating >>> and tableaux, and interactive note-taking, etc. At the end of the day, >>> however, kids have to know the causes of the Civil War, fractions, and >> what >>> body part is which. >>> >>> Our role as writing teachers is even more important: We teach the >>> frustrating/exhilarating process of composing, the characteristics of >>> different writing genres and modes of writing, as well as the traits of >> all >>> good writing. Great writing teachers find wonderful models of good >> writing >>> in and use these to create skill lessons. They modeling writing >> ourselves, >>> provide regular, daily time to write, conference with their students, >> and >>> allowing kids to build portfolios of writing. We're less concerned with >>> product, and more with a child's skill development as s/he progresses >> from >>> one unit of study in writing to another. Content area teachers certainly >>> should provide their students with models of what good writing in their >>> classes looks like, but they're looking for product--the report on wind >>> energy, the comparison/contrast essay on healthy eating habits, etc. >>> >>> I think the role of a middle school reading/writing teacher is one of >> the >>> hardest in a school because many of the moves we teach, both in reading >> and >>> in writing, are invisible! Making thinking and decision making visible >> to >>> kids is a HUGE challenge, but it's also a blast, don't you think? >>> Mary >>> >>> >>> >>> >>> >>> On 3/7/08 7:41 AM, "Jaime Mendelis" <[EMAIL PROTECTED]> wrote: >>> >>>> It's English/Language Arts (ELA) at our school. I find calling a class >>>> "Reading" or "Writing" frustrating. Aren't all teachers supposed to be >>>> teaching reading and writing? I find the overall assumption at my >> school >>> is >>>> that the English teacher is responsible for all reading and writing >>>> instruction! It drives me nuts! >>>> >>>> Jaime >>>> >>>>>>> "Lucinda Marcello" <[EMAIL PROTECTED]> 3/5/2008 8:39 PM >>> >>>> Language arts--- at our school. >>>> >>>> I prefer calling it reading and writing. >>>> Or maybe strategic reading and effective writing. Why not add a few >>>> adjectives? >>>> >>>> ----- Original Message ----- >>>> From: "Mary Dovey" <[EMAIL PROTECTED]> >>>> To: <[EMAIL PROTECTED]>; "A list for improving literacy with >>> focus >>>> on middle grades." <[email protected]> >>>> Sent: Wednesday, March 05, 2008 5:55 PM >>>> Subject: [LIT] Course names help >>>> >>>> >>>>> Hello, sorry for the cross posting, but I'm not sure who gets what >> these >>>>> days and I wanted to reach everyone. >>>>> >>>>> Our middle school principal would like to rename the two core subjects >> of >>>>> reading and writing that we currently teach under the umbrella term, >>>>> Communication Arts. This is due only to the fact that our students >> will >>>>> now >>>>> get a separate grade for each, not any dissatisfaction with Com Arts >> as >>>>> the >>>>> term. I've suggested the obvious: reading (since I want to continue >>>>> stressing to teachers that we are teaching reading, not just >> literature >>>>> and >>>>> literary analysis, etc.) and writing. Nothing fancy, nothing tough to >>>>> figure >>>>> out, very plain: reading and writing. >>>>> >>>>> What do your schools call these core subjects? As the literacy coach, >> I >>>>> need >>>>> to bring back info to him and thought I'd start with you kind folks. >> (I >>>>> think he thinks "reading" is too elementary, and I suspect I'll be >> able >>> to >>>>> show him it's not.) Thanks. >>>>> Mary >>>>> >>>>> >>>>> >>>>> >>>>> _______________________________________________ >>>>> 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. >>>>> >>>>> Search the LIT archives at http://snipurl.com/LITArchive >>>>> >>>>> >>>>> -- >>>>> Internal Virus Database is out-of-date. >>>>> Checked by AVG Free Edition. >>>>> Version: 7.5.516 / Virus Database: 269.21.1 - Release Date: 2/25/2008 >>>>> 12:00 AM >>>>> >>>>> >>>> >>>> >>>> _______________________________________________ >>>> 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. >>>> >>>> Search the LIT archives at http://snipurl.com/LITArchive >>>> >>>> >>>> >>>> _______________________________________________ >>>> 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. >>>> >>>> Search the LIT archives at http://snipurl.com/LITArchive >>> >>> >>> >>> _______________________________________________ >>> 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. >>> >>> Search the LIT archives at http://snipurl.com/LITArchive >>> >>> >>> >>> _______________________________________________ >>> 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. >>> >>> Search the LIT archives at http://snipurl.com/LITArchive >> >> -- >> Lori Jackson >> District Literacy Coach & Mentor >> Todd County School District >> Box 87 >> Mission SD 57555 >> >> http:www.tcsdk12.org >> ph. 605.856.2211 >> >> >> Literacies for All Summer Institute >> July 17-20. 2008 >> Tucson, Arizona >> >> >> >> >> _______________________________________________ >> 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. >> >> Search the LIT archives at http://snipurl.com/LITArchive >> > > _______________________________________________ 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. 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