Comprehension strategies: what is the state of comprehension instruction in 
your school? How well is comprehension being taught? What can teacher leaders 
do to help improve practices? 

I am thrilled to reply to this question. My small district in Northern 
California was an early comprehension strategy follower--they even paid for 
Ellin Keene to spend a day speaking to us and sent many teachers (not me, I was 
new to the district then) to Colorado for training. Alas, California went the 
way of the politicians and we were given a choice of using Houghton Mifflin or 
Open Court. Our district chose HM and we were expected to teach it "with 
fidelity." I did so for one year and then I returned to comprehension 
strategies (occasionally using the text from HM for shared reading). THE GOOD 
NEWS is that finally, this year, our principal has sanctioned a return to 
comprehension strategies (hmmm, seems those basals weren't the answer to test 
scores). Of course, I never gave them up, but it's nice to be working in the 
open again. So now we have a lot of training and retraining to do. It's hard to 
believe, because my district (and boy, was I proud of it) was once so 
entrenched in MOT, we have teachers who have never even read Mosaic. We do have 
a coach and a MOT committee and we've been given 3 Learning Communities for 
teaching comprehension strategies. At the first one, I brought in students and 
modeled a think aloud (I want to grow up to be Ellin Keene) and we discussed a 
piece of literature thinking about how adults use comprehension strategies. At 
the second we again discussed literature and shared how our work is going. The 
third (a whole afternoon on a staff development day) is yet to be determined. I 
am thrilled to be an official comprehension strategy teacher again. 

Judy 

P.S. All your questions are excellent. May I reply to more than one? 
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