Haven't read the article, so should probably not comment, but thinking of Barbara Coloroso and Jim Fay and Alfie Kohn, etcetera, I might say, "Wow. Combining rereading with chunking to figure out that word!" which would put the emphasis on what was actually done, rather than on pleasing the teacher. Anyone else have comments on Peter Johnston's book? I've been intrigued, but haven't bought.
> Date: Wed, 9 Jan 2008 05:18:18 -0700> From: [EMAIL PROTECTED]> To: > [email protected]> Subject: Re: [MOSAIC] what good readers do> > > There was a terrific article in Ed Leadership this past October which > discussed the need to move to process praise. Rather than good job or that is > what good readers do, the author (s ??) suggest specific priase related to > the process. I suppose an example related to reading would be, "I like the > way that you combined rereading with chunking to figure that word out."> > > Lori> > > ----- Original message -----> From: Debra <[EMAIL PROTECTED]>> To: > 'Mosaic: A Reading Comprehension Strategies Email Group' > <[email protected]>> Date: Tuesday, 2008, 08 Of January 21:47> > Subject: Re: [MOSAIC] what good readers do> > > Rosie, I can't add anything > to the list Deb gave you, but I will say one> > thing about this. I began my > Readers Workshop several years ago after> > attending professional > development with Sharon Taberski and Kathy Collins of> > Teachers College of > NY. It was excellent training and I followed their> > language with my kids > of talking about what "good readers" do. Then last> > summer I heard Peter > Johnston, author of Choice Words. He emphasized that> > when we tell kids > what "good readers" do, we are sending the message that> > there are good and > bad readers and the students who are weaker readers or> > struggling will > label themselves as bad readers. He advocated against using> > the phrase > "good readers" so this year I have pushed myself to rephrase that> > as "deep > readers" and I talk about what we do when we read deeply. This> > actually > made a lot of sense to me because, as I tell the kids, I don't> > always read > deeply. Sometimes I scan, as with the newspaper often. This> > approach has > worked so well for me that next year I'm going to change my> > ant-themed > classroom to an ocean theme to go with the "deep readers." > > > > > > > _______________________________________________> > 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. > _________________________________________________________________ Make distant family not so distant with Windows Vista® + Windows Live™. http://www.microsoft.com/windows/digitallife/keepintouch.mspx?ocid=TXT_TAGLM_CPC_VideoChat_distantfamily_012008 _______________________________________________ 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.
