My argument was not that they should not, but that instructional texts should be shorter. Lit Circles are different as long as we have choice involved.
Lori On 9/6/08 9:11 AM, "Renee" <[EMAIL PROTECTED]> wrote: > Is there an argument between shorter text and longer text? Shouldn't > readers..... ALL readers... have some of each? > > Renee > > On Sep 6, 2008, at 7:58 AM, Lyndsay Buehler wrote: > >> I've just been reading Lucy Calkins' "The Art of Teaching Reading," >> and I've been reminded that shorter texts have greater social >> currency. They're accessible to a greater number of readers and can >> be passed around the classroom in a shorter period of time (i.e. when >> one classmate recommends it to another, in terms of choosing books >> from the classroom library). >> >> -- >> Lyndsay Buehler >> Grade 1 Literacy / Grades 1-6 Music, Ontario >> >> "There is no end to learning." -- Robert Schumann >> >> >> >> >> On Fri, Sep 5, 2008 at 10:03 PM, Laura Cannon <[EMAIL PROTECTED]> >> wrote: >>> Why don't you make your own tests for those books and put it in your >>> AR >>> system? I have done that for quite a few books that weren't AR >>> books, or >>> we hadn't purchased the tests. Your students could even help in >>> creating >>> some of the tests. >>> >>> -----Original Message----- >>> From: [EMAIL PROTECTED] >>> [mailto:[EMAIL PROTECTED] On Behalf Of William >>> Roberts >>> Sent: Thursday, September 04, 2008 10:27 PM >>> To: 'Mosaic: A Reading Comprehension Strategies Email Group' >>> Subject: Re: [MOSAIC] text length >>> >>> Believe me when I say I understand completely how you feel. >>> >>> The problem is if one strategy works, then the powers that be decree >>> that >>> ALL must do it. I have kids who are fluent readers well above the >>> 150-170 >>> wpm of their age group, but we have to do daily fluency practice >>> regardless. >>> I understand what you are going through. I've had to revise college >>> level >>> samples for them in order to challenge them during the fluency >>> practice. >>> I've gone to my principal and have shown her the data proving my >>> students >>> are all fluent, but as a school, we didn't show growth in fluency >>> last year, >>> so she is insisting that everyone will do fluency. >>> >>> I like AR for students who don't read much, but when you have students >>> reading Vonnegut, Grisham, King, and THE HITCHIKER'S GUIDE TO THE >>> GALAXY, >>> those aren't all AR books. Do I force AR on my students? No, but we >>> are >>> required to read AR books daily for 20 minutes SSR. I'd rather a >>> student >>> read a non AR selection that challenges them, than a boring series >>> book >>> written for children, but when they are required to have an AR book >>> with >>> them daily....I just tell them to have 2 books with them. >>> >>> In fact, I teach my kids 2 types of reading: SCHOOL and REAL WORLD. >>> In >>> school, we read nonsense and stuff that has little or no meaning in >>> our >>> lives at the present moment. In real life, we read what we enjoy, >>> what we >>> are interested in, and what has meaning in our lives. Many times I >>> have had >>> to make the distinction when teaching a strategy or lesson.... >>> >>> But as far as short texts go, there are many that lend themselves to >>> deep >>> discussion and debate. Opinion pieces, poetry by Langston Hughes or >>> Robert >>> Frost, speeches, short stories like "The Lottery" and "The Monkey's >>> Paw" can >>> all bring out the kind of teaching you described. I agree that >>> larger works >>> can enhance a reader's strengths, but don't discount the short texts. >>> I >>> like exposing them to more works and authors to enhance their >>> backgrounds. >>> I an just concerned that a longer work may turn off a reader who has >>> to wait >>> for the book to be finished, while shorter works may keep them >>> interested >>> with the variety of choices. >>> >>> I know there is some support for it, but I don't remember where I saw >>> it. I >>> tend to discount most research anyway since Reading First has been >>> found at >>> fault. I think sometimes we spend so much time worried about whether >>> a >>> teaching strategy has research or documentation, we tend to forget >>> what's >>> happening in our classrooms. A program or strategy is only as good >>> as the >>> teacher teaching it. A great researched program given to a bad >>> teacher is >>> not going to work as well as a good teacher teaching by the seat of >>> his or >>> her pants... >>> >>> Bill >>> >>> >>> >>> >>> _______________________________________________ >>> 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. >>> >>> >> >> _______________________________________________ >> 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. >> >> > "The Buddha, the Godhead, resides quite as comfortably in the circuits > of a digital computer or the gears of a cycle transmission as he does > at the top of the mountain, or in the petals of a flower." > ~ Robert Pirsig ~ Zen and the Art of Motorcycle Maintenance > > > _______________________________________________ > 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. > -- 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 _______________________________________________ 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.
