First of all, you can not teach reading without teaching phonics. You can teach reading without making kids aware of strategies they use on words they know that will help them problem solve on words they don't know. You can teach them how to read words in a fluent and phrased way - but if you don't also teach them strategies that will help them understand, there isn't anything to hook them in and keep them having - or needing - to go beyond the fastest 1 minute read they can accomplish! You need to know your kids, keep them in just right interesting books with some challenge, then the tools to meet that challenge. You need to help them think like a reader using any and all strategies available to them--- (Thanks MOT!)
Writing goes hand in hand with reading. I firmly believe that all students can use what they know about reading to help them write to help them read.... success in one breeds success in the other. I have not seen anyone mention *Picture Word Induction Model*, yet. There is a short book, and I would recommend looking for training that gives you an opportunity to practice in small steps both with peers and with students... (or at least that is what worked best for me - 'know the student!'). This is a model that can be adapted to any grade level and any subject area. Kindergarten needs a lot more direct teacher input, direction than upper grades, but all students need instruction with what will move them forward in their thinking - and writing - and editing! I had Title 1 3rd graders writing 3 and 4 sentence paragraphs that had topic sentences with supporting statements. The writing came after work with categorizing student chosen words, phrases, and sentences, all of which came from a poster that was posted in the room. I was able to use their vocabulary choices to work on phonics, and spelling strategies (even sneaking in examples from other sources...like books they were reading...). They drew from their own schema - adding to everyone's in the group - and researched things they were interested in through other sources, some I used as Think Alouds/Read Alouds, some they found on their own. I modeled and did think alouds with my own writing - sharing the process/strategies I thought about, and gave them time to do the same. We branched from a poster of elephants (we found out they were African elephants) grazing and drinking at a river or water hole... and we did it at the end of the day, the last month of school! All I could think of was what will I be able to get when I have a whole year to share strategies and allow practice...including more independent monitoring/editing!! And I could choose a poster for better reasons than this was the best of the 3 that were left!! One of the strengths of this teaching strategy is that kids can be successful at a multitude of levels - limited readers can read sentences that they come up with using words that are connected to a poster they can look at daily, and advanced students can take off learning new vocabulary as they build on thier schema fueled by their desire to learn which may or may not be fostered by an observant teacher... who can then set expectations for the appropriate use of writing mechanics. Everyone can be successful if they are stretching and growing as a reader, writer, thinker. (Thanks Heather!) My goal this year will be to find a balance with reading experiences and writing opportunities that promote appropriate thinking, in a 20-30 minute daily time frame! Beth Lauterbach _______________________________________________ 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.
