I agree, Laura. Too many college professors have lost connections to
the classroom. They need to do their own professional development by
getting back in touch with students especially in the areas of
literacy. It's a lot more work than it used to be to meet the needs of
all the kids we are given. I don't feel that lots of student teachers
come knowing how much they are going to have to put into it. They are
of the "in at 8:30 out by 3" mentality. This doesn't exist anywhere.
It's not a glamourous job and we're not extremely well paid but the
benefits of working with kids are priceless. That's why we all do it!
Sue
-----Original Message-----
From: [email protected]
To: [email protected]
Sent: Sat, Jul 10, 2010 9:36 am
Subject: Re: [MOSAIC] Chapter 1 (Book Whisperer)
If you have something you wish to share with the group, please email
it to me
offlist and I will ask Keith to put it on the main Mosaic website.
Please DO
NOT send any requests for information to be mailed or sent to you to
the main
list as it will clog it up. I repeat DO NOT post - please send to me,
or I
would love to see your... requests to the LIST.
I think the main reason schools are adopting basals is a lack of trust
in
teacher knowledge. To play devil's advocate, not all teachers come to
the
profession prepared to teach. Put a basal in the hands of a less
seasoned
teacher and perhaps you'll have a chance at good instruction. The more
seasoned
teachers do not need it of course. I think this all speaks to the
level of
preparedness our teachers are coming out of university with.
Laura
-----Original Message-----
From: [email protected]
To: Mosaic: A Reading Comprehension Strategies Email Group
<[email protected]>
Sent: Fri, Jul 9, 2010 8:03 pm
Subject: Re: [MOSAIC] Chapter 1 (Book Whisperer)
Wouldn't it be great if we could post some of the assessments we use
with kiddos
during independent reading? I have a fantastic anedotal assessment I
could
share. My student teacher focused on Independent reading of self
-selected
literature in my third grade class this past semester.
Our whole district is adopting the same textbook to "teach" reading
this fall.
This is appauling and scary. I manage our school bookroom which there
is never
any money for. How can the district justify and waste so much money on
these
texts? How can we as experienced professionals argue this gracefully?
This
cannot be considered "best practice." But, the powers that be say this
is the
way it is and the administrators follow along.
One concern I have always had and have pushed for is classroom
libraries. How
can we get our children engaged in reading when there is no money for
quality
literature. Sure, we can write grants and spend our own money on books
but
wouldn't it be lovely if our districts supported class libraries? Any
ideas out
there?
Eileen
----- Original Message -----
From: [email protected]
To: "Mosaic: A Reading Comprehension Strategies Email Group"
<[email protected]>
Sent: Friday, July 9, 2010 10:54:30 AM
Subject: Re: [MOSAIC] Chapter 1 (Book Whisperer)
I so agree with you. In my last district, we just about had a balanced
literacy
in place with a large place for independent reading. We were in the
process of
trying to get students to read challenging, rather than easy, text for
independent reading. I had written lessons for the strategies for
grades 3
through 5. Then, along came a new superintendent with his own personal
curriculum director.
Out went our balanced literacy and in came the basal. Teachers were
told they
had to use the basal exclusively and not use anything else! No time for
lit
circles! No time for independent reading! How sad!
In my experience, independent reading is questioned because parents and
administrators don't think teachers are "teaching". Unfortunately, the
National
Panel could not recommend independent reading as an effective practice
because
there is no "scientific" research to support. (Don't get me started on
that.)
When a colleague and I wanted to use Nancie Atwell's reading workshop
approach
in junior high in the early 1990's, our ass't superintendent told us
"no." He
thought others in our building would jump on the bandwagon, and then
how would
we provide all the books! Luckily, we convinced our principal, and she
told us
to go ahead. Of course, no one else wanted to follow us because it is a
lot more
work than using a basal or other canned programs. Our kids read more
that year
than others. Our scores kept even with the other teachers'. If we had
mapped out
skills, I think they would have improved more. We were kind of
following Nancie.
With all the other support now with Keene and Strategies that Work, we
would
have even more effective.
I love independent reading! I just wish we could somehow measure how
much
students enjoy reading with this approach. Those students who are most
at risk
for turning off to reading, are the ones who need this the most but who
most
often don't get time for independent reading.
Carol
----- Original Message -----
From: "Rhonda Brinkman" <[email protected]>
To: "Mosaic: A Reading Comprehension Strategies Email Group"
<[email protected]>
Sent: Thursday, July 8, 2010 10:16:00 AM
Subject: Re: [MOSAIC] Chapter 1 (Book Whisperer)
Suzanne, Laura and list,
I can’t fathom the reason people question independent reading. Reading
must be practiced and absorbed. I tell my students reading is just like
practicing anything else. . . piano, basketball, soccer, painting etc.
It
seems in education we must always prove why something is working ---
really??? BUT to say independent reading is not beneficial is just
crazy!
How else can students read if they don’t read?? I agree with Laura we
must
work to find the right book for the each student.
Rhonda
Suzanne,
You bring up an important point. The reason many of us fall into the
trap
of making activities to go with the book is to have something to show
the
kids "got it". We also want a product to put in a portfolio to
demonstrate to administrators that the children did indeed do the
work.
There isn't a trust in the fact that given the opportunity to do so,
kids
will read. I know that several teachers I have worked with have said
the
kids are not really reading during independent reading. I feel it is
because they are not engaged, or invested in the text they are
reading.
We as teachers have to trust that if we get the right books into kids
hands they will be engaged and reading. It is a great leap of faith.
Laura
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_______________________________________________
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[email protected]
To unsubscribe or modify your membership please go to
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_______________________________________________
Mosaic mailing list
[email protected]
To unsubscribe or modify your membership please go to
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Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
_______________________________________________
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.
_______________________________________________
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.
