I believe that once students are competent, confident readers, we
should leave them alone and let them read and talk about books, with
occasional written literature responses, AND address any issues that
come up as they come up.
I am so tired of the trend toward making decisions about all students
according to what some students need.
Renee
On Jun 15, 2009, at 9:09 AM, Stewart, L wrote:
I would just like to refocus on my original post. I never said the
strategies should not be taught. My question was that once a child is
intrinsically using all of the strategies to discuss a book, what
purpose does it serve to continue to explicitly teach each strategy as
implied through our current guided reading model? These children are
hearing the strategies explained to them over and over again, year
after year. I think we are defeating our own purpose. Once we have
raised a reader...let the reader grow. If the reader struggles with
something, then I would step in and hopefully I would be invited in by
the student learner. How many years do we need to spend teaching a
"common language" so our students can talk about the books they are
reading?
Leslie
Be who you are and say what you feel because those who mind don't
matter and those who matter don't mind."
~ Dr. Seuss
From: Stewart, L
Sent: Thursday, June 11, 2009 9:19 AM
To: '[email protected]'
Subject: teaching reading strategies to advanced readers
We are deeply entrenched in teaching explicit reading strategy
instruction to our students (K-4) on a daily basis. While this does
look somewhat different in each classroom and hopefully on each grade
level, we are basically teaching the same concepts many times over.
As I come to the end of another year, I have the same question: once
a child is reading and comprehending at a consistent upper level of
understanding (a third grader reading and comprehending at a level 44)
does that child need continual explicit instruction on reading
strategies? If a child is questioning the text, making inferences,
and figuring things out do they need instruction or should they just
do what they absolutely love to do - read and talk about the book?
This is a dilemma for me. Once our state testing is over in March, I
let my strong readers form their own book clubs, choose their "group"
books and read and talk about the books they are reading. I spend my
time really teaching the strategies to the struggling readers.
I fear that we have latched onto strategy teaching and we are in
overkill - slaying a few would-be readers as we go.
Your thoughts are respected and would be greatly appreciated.
Leslie
My strongest readers are now reading Walk Two Moons by Sharon Creech
and I can't wait to get to school every day to listen to what they
have to say. Some of their insights have eclipsed mine and I am an
avid reader! It's a great book to talk about if you haven't
discovered it yet.
Leslie R. Stewart
(203)481-5386 X310 FAX (203)483-0749
[email protected]<mailto:[email protected]>
Be who you are and say what you feel because those who mind don't
matter and those who matter don't mind."
~ Dr. Seuss
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