I have been reading this and the departmentalization thread with interest. The
multiple perspectives have been helpful to me since, for the first time in 13
years...my reader's workshop is a wreck due to pullouts. The merry-go-round
comparision is perfect. I have 5 different pullouts in my block due to: ELL,
RtI, and IEP's. This is all supposed to be "helpful" as I cannot provide it
all, as has been suggested. What ends up happening is VERY fragmented reading
instruction across the board, as there is NO WAY enough time to plan with 4
different specialists every week...they service all the other teachers as well.
It's well-intentioned, but a total mess. What's funny to me, is that when I
have been given the help of 1 really good teaching assistant, I have been able
to train her to work with kids in more scripted programs, while I can give the
same kids the more authentic type of reading instruction. The difference is
that I was prescribing the
instruction based on daily observation throughout the day and assessments.
Now, to be fair, I am trained as a reading specialist, so maybe another teacher
may need a different level of support than I do. All I know is that my
students are not getting a well-balanced program, and are CERTAINLY not
learning to love reading as students in my past classes have. They simply miss
too much with all the in and out.
Lisa, who is not sorry to be going on maternity leave next month away from all
the craziness
2/3 loop IL
_______________________________________________
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.
