Hi Michelle,
I am a K-5 Literacy Coach and I have been on a soapbox about the fact
that Guided Reading "as prescribed" IS NOT an intervention strategy in itself.
We just got a new Title I coordinator two years ago and she immediately wanted
her T-I teachers to start doing Guided Reading. Her argument was that it would
be a "better" form of Guided Reading with the T-I teachers. A lovely slap in
the face to regular classroom teachers with whom I work closely with, and quite
simply not true. Our DRA scores took a dip in grades K-3, because basically
what we now had, was NO intervention for T-I kids. This will soon change.
I do, however, see Reading Recovery, Corrective Reading, Read Naturally,
Wilson, and Orton Gillingham as true interventions. There are many others, and
I actually was taught a modified form of Reading Recovery that uses Guided
Reading as a piece in grad. school that is much more effective than Guided
Reading alone. I would agree with you; why would we think that more of the
same would work, if it hasn't yet?
Inferring and authors purpose are our primary struggles in upper
elementary. As far as using STW independently...as a coach, the way I best get
to see kids using them is through writing samples, because I can't be in their
classrooms all the time. Teachers are always sending me student work. I hope
some of this is comforting if not helpful.
Sally
________________________________
From: [EMAIL PROTECTED] on behalf of [EMAIL PROTECTED]
Sent: Wed 1/17/2007 2:23 PM
To: [email protected]
Subject: Re: [MOSAIC] Mosaic Digest, Vol 5, Issue 15
I've been reading and learning from this site for about a year now and have
loved all the information and comments I've gleaned. I'm a reading specialist
in a well to do district, working with 4th & 5th grade readers who, for the
most part, have fluency down but have enormous trouble understanding what
they've read. We use Fountas and Pinnel as our "bible" and the interventionists
are expected to use guided reading to help the students get up to speed. I
feel that the kids get the guided reading in the classroom and that hasn't
worked, so I need to use something else. I was a reading recovery teacher as
well as middle school intervention which was skills based. What do you other
interventionists use for upper primary kids? Also- our teachers (and I) feel
that if there's one thing the kids have trouble with, it's inferring. Anyone
else agree? By the way- I've been using the Strategies that Work but seem to
have trouble getting the kids to the point of independently using them-any
others have ideas?
thanks- Michelle 4/5 NY
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