A few years ago my principal did a 'one book one read' for our staff using MOT. 
Each month we set aside 30 minutes of our staff meeting to break into groups 
and book talk. In preparation for the 'book talks' we were given chapters to 
read and questions to focus on. These questions often asked us to compare the 
ideas in the book with specific theories the district was trying to move us 
away from. At first many of us complained about the process. However, by the 
second meeting - several of us fell in love with the idea and things kind of 
took off from there. Of course not everyone is on board, but change takes time. 
As a teacher, I found this a valuable learning experience and an opportunity 
for growth. Maybe it would be a place to start for your team. 

________________________________

From: [email protected] on behalf of Ruby Olvera
Sent: Tue 6/16/2009 10:04 AM
To: [email protected]
Subject: [MOSAIC] strategy vs skill



Hello All,

Thank you. This is an incredibly strong resource and I'm so thrilled to have 
found it.
     I am a newly assigned coach. I find that many of the dedicated teachers I 
work with have defined comprehension instruction as a modeling of and practice 
with particular skills (sequence of events, fact and opinion, main idea, etc... 
) It doesn't help that the TEs never mention cognitive strategy instruction.
     I have read many excellent resources such as Strategies that Work, MOT, 
and Reading with Meaning but am interested in learning from your ideas as to 
how to articulate that cognitive strategy instruction will envelope such 
skills. Not that these important skills should be ignored but woven into the 
big picture. How can I explain (a book study is being considered) that these 
skills should not be the daily focus?
Thank you,
Ruby Olvera
Reading Coach
Solomon P. Ortiz Elementary
2500 West Alton Gloor
Brownsville, TX 78520
(956) 698-1100
Fax (956) 546-6611
email: [email protected]

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