I teach 4th grade at a k-6 school. We have a curriculum committee which
reviews curriculum and I believe that next year the committee will either
focus on social studies or language arts. Integration will come up during
the curriculum discussions, so I would like to multiple perspectives about
it beforehand. Currently, I am a classroom teacher, but was a literacy
specialist at my last school.

Thanks for any feedback you can provide.

Andrea


Tamara Westmoreland <[email protected]> wrote: 
>What Year do you you teach?  Also what is your position?
>________________________________________
>From: [email protected]
>[[email protected]] On Behalf Of Andrea Jenkins
>[[email protected]]
>Sent: Monday, April 27, 2009 6:02 AM
>To: [email protected]
>Subject: [MOSAIC] Thematic Units or Reading Across the Curriculum
>
>Hello friends. I am leading a Mosaic book study with teachers at my
>school.
>Many, if not all, of the teachers say they "integrate reading and writing
>and teach it across the curriculum". I believe this is code for not
>specifically teaching reading and writing, but rather assigning reading
>and
>writing assignments/activities, and calling that their instruction of
>reading/writing. What they are actually teaching is social studies or
>science, with throwing in reading and writing assignments with no
>instruction on how to read or write strategically.
>
>Personally, I believe in the workshop framework for both reading and
>writing, and believe in directly teaching reading and writing strategies
>through mini-lessons. They believe, wholeheartedly, that their thematic,
>integrated approach to teaching is working and best practice. I believe
>differently.
>
>How do I combat this response of "integrated" instruction?
>Am I missing a crucial piece? Perhaps I am wrong here and many of you also
>use thematic units and content areas to teach strategies. How do other
>teachers of workshop model classrooms handle the balance between reading
>and
>social studies?
>
>Many thanks!
>
>Andrea Jenkins
>
>
>
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