Lori -- i think your note below illustrates a central tenet in effective reading instruction -- it's not the program or the method or the materials that matters most; it's the teacher that matters and how the teacher employs the program, method, or materials. Timothy Rasinski 404 White Hall Kent State University Kent, OH 44242 330-672-0649 Cell -- 330-962-6251 FAX 330-672-2025 [EMAIL PROTECTED] informational website: www.timrasinski.com professional development DVD: http://www.roadtocomprehension.com/ <https://exchange.kent.edu/exchweb/bin/redir.asp?URL=http://www.roadtocomprehension.com/>
________________________________ From: [EMAIL PROTECTED] on behalf of lori.labrum Sent: Wed 6/27/2007 10:19 PM To: Mosaic: A Reading Comprehension Strategies Email Group Subject: Re: [MOSAIC] AR Ok, I will put myself out for a hanging here. My school bought into AR many years ago and I do use it. It is not mandated; it is entirely up to the teacher how we use it. I realize it is not a reading program to teach reading, but I don't use it as such. Our library has the leveled books mixed in with all the other books on the shelves and I don't require that students read only AR books. My students (third grade) only need to earn 3 points a quarter, which means they only have to read and pass quizzes on 2-5 books. I only use it to see if they are truly reading the books they say they are. But that is not my only method of checking their independent reading. We do book talks, write book reports, all the other things that good teachers have students do. This is just one way to assess, and yes, I know the questions are all recall....I know all the reasons why teachers don't like it. But it gives me another hard copy record to show parents how their child is doing. How many times do students pick a book they "want" to read, and then just look through it, or talk about it with a friend, or "I saw the movie" and then try to do a book report or a book talk? Same thing. With a class of 30 third graders I don't get to everyone to conference about each book they read. And for the parent who insists that the 300 page book is just right for their child, then they take a quiz after reading it, it helps to show the parent that perhaps that book was truly a bit too difficult for the child. Also, on the other hand, when a better reader consistently chooses books that are too easy, I can show the parents the report, praise them for getting good high scores on recall, and challenge them to try a book that is a bit more difficult. No, it isn't my only way and I don't expect them to read ONLY AR books, but for me, it works as another resource. (Only 3 points a quarter doesn't take long.....................the rest of the quarter they do all those other things.) Lori/Utah _______________________________________________ Mosaic mailing list [email protected] To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
_______________________________________________ Mosaic mailing list [email protected] To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
