________________________________
From: "[email protected]" <[email protected]>
To: [email protected]
Sent: Tue, November 10, 2009 5:52:07 AM
Subject: Re: [MOSAIC] philosophical wonderings
Hi Leslie
I think perhaps we need to begin to define what it means to teach reading
strategies--what exactly do we mean...what exactly do we do when we teach
reading strategies? I agree, and I think, so would Ellin that sometimes we
overdo our strategy instruction and make our focus of reading instruction the
strategies instead of the end goal, which is reading, comprehending and
enjoying books. I think in many classrooms we set up strategy instruction in
a way that detracts from enjoyment.
However, I would argue, from personal experience, that it doesn't have to
be that way. I find that the use of strategies and the deliberate teaching
of the vocabulary of strategies enhances the thoughtful nature of my
classroom and the enjoyment of reading. I have seen classrooms, other than my
own, develop into a learning community full of engaged, thoughtful readers who
choose to read... where strategies are taught deliberately and explicitly a
s a tool...with the end purposes clearly in mind, the end purposes being
comprehension and enjoyment.
In my experience, strategy instruction works. For all kids, not just
strugglers. I do not believe it is only for struggling readers. I would like
to
see the list discuss what aspects of strategy instruction, as it is
currently being implemented, turns kids off from the love of reading so that
we
can all learn what to avoid.
Jennifer
In a message dated 11/8/2009 4:17:42 P.M. Eastern Standard Time,
[email protected] writes:
I love teaching, but lately I have been questioning the way I teach,
particularly reading. I am an avid reader. Reading is an integral part of
my
adult life. I was never taught any reading strategies. I have children in
my classroom who love to read and read way above grade level. I feel that
they, like me, have already internalized the strategies and yes they can
be strengthened but probably that will happen naturally as well. The more
they read, the stronger they will become. It seems that we are prescribing
medication whether the child is ill or not. It's like using manipulatives
in math. Our new math program requires the use of manipulatives all the
time. It used to be that you used maniuplatives when you differentiated for
the child who was having difficulty with a concept. It seems like we are
heading back to a one-size-fits-all mentality which scares me. I sometimes
think the reading strategies were meant for educators so that we could
become better teachers of reading, particularly for our struggling readers,
and
I think we have taken it too far and use it in all cases. When I look at
the current guided reading models it is so prescribed: everyone is in a
quick guided group with the teacher drilling a skill or they are reading
independently. I am having a difficult time seeing the joy in that model.
Where do the rich conversations that connect children to each other and to
literature take place in this current model? Was the model intended for
accomplished readers?
Leslie R. Stewart
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