A great article on reading in this month's Educational Leadership. It is
called, Learning to Love Reading in 30 Minutes a Day
by Kathy King-Dickman. Go to Educational Leadership and it is one of the
free on-line articles.
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From: "Sue and Paul Therrien" <[email protected]>
Sent: Monday, July 18, 2011 3:16 PM
To: "Mosaic: A Reading Comprehension Strategies Email Group"
<[email protected]>
Subject: Re: [MOSAIC] adding instruction for remedial...
I think the kids who struggle as readers often lack general knowledge and
therefore, they need to attend all the specials. Plus, it can build
resentment when they are forced to miss a special they like. We are
required to have 90 minutes of reading per day. I think they should leave
for 30 minutes of direct instruction from a specialist during that time,
four to five times a week in a group of 4 or less. Pushing in is not
necessarily the best use of a specialist's time because there are often
kids at different levels in the same room who would be better paired with
children from other classes.
--- On Mon, 7/18/11, [email protected] <[email protected]>
wrote:
From: [email protected] <[email protected]>
Subject: Re: [MOSAIC] adding instruction for remedial...
To: "Mosaic: A Reading Comprehension Strategies Email Group"
<[email protected]>
Date: Monday, July 18, 2011, 2:56 AM
I think Allington really makes a great case for thinking out of the box-
in this case the school day. Maybe extra instruction is better suited to
before or after school programs or summer school or a Saturday a.m.
Just for Fun program. Our schools have had free breakfast and lunch
programs for the last several summers. Of course added instruction backed
up to one of these
would be wonderful, but there's also some benefit from just engaged
reading, like a reading club. A 30-minute round of read to self and a
30-minute round of read to others would require minimal supervision cost
and would certainly diminish summer loss. An hour club right after
breakfast or before or after lunch would attract some readers!!
Sent via DROID on Verizon Wireless
-----Original message-----
From: Sally Thomas <[email protected]>
To: mosaic listserve <[email protected]>
Sent: Sun, Jul 17, 2011 17:43:12 GMT+00:00
Subject: Re: [MOSAIC] adding instruction for remedial...
You have me thinking as I am going to bring the two emails to my class on
Thursday for discussion.
Maybe there should be a "push in" with knowledgeable support teachers
co-planning with the regular teacher to help create better reading
workshop
type classrooms. And two informed teachers have to be better than one in
terms of giving differentiated support to children????
Sally
On 7/17/11 7:54 AM, "Renee" <[email protected]> wrote:
Oh my..... I SOOOOO disagree with this! No child should be excluded
from equal access to the curriculum, and that includes Art, Music,
P.E., or whatever else, no matter where they are performing. In fact, I
would say that low-performing children might need these parts of
curriculum most of all.... to help them see and experience the grand
intertwining of all parts of learning. Children who are
"underperforming" according to some standardized assessment shouldn't
be punished and have their curriculum narrowed down. Children don't
need *more* reading instruction, they need *better* reading instruction
(and in my opinion, that means more actual reading and less actual
drilling).
I understand too well the frustration of having students pulled out of
class for small group instruction and in fact I am not particularly
supportive of trading students around among teachers that people do so
much of these days. But narrow the curriculum because a child is
reading below grade level? Sorry..... can't support that one.
Some food for thought:
10 Lessons the Arts Teach
1. The arts teach children to make good judgments about qualitative
relationships.
Unlike much of the curriculum in which correct answers and rules
prevail, in the arts, it
is judgment rather than rules that prevail.
2. The arts teach children that problems can have more than one solution
and that questions can have more than one answer.
3. The arts celebrate multiple perspectives.
One of their large lessons is that there are many ways to see and
interpret the world.
4. The arts teach children that in complex forms of problem solving
purposes are seldom fixed, but change with circumstance and
opportunity. Learning in the arts requires the ability and a
willingness to surrender to the unanticipated possibilities of the work
as it unfolds.
5. The arts make vivid the fact that neither words in their literal
form nor numbers exhaust what we can know. The limits of our language
do not define the limits of our cognition.
6. The arts teach students that small differences can have large
effects.
The arts traffic in subtleties.
7. The arts teach students to think through and within a material.
All art forms employ some means through which images become real.
8. The arts help children learn to say what cannot be said.
When children are invited to disclose what a work of art helps them
feel, they must reach into their poetic capacities to find the words
that will do the job.
9. The arts enable us to have experience we can have from no other
source
and through such experience to discover the range and variety of what
we are capable of feeling.
10. The arts' position in the school curriculum symbolizes to the young
what adults believe is important.
SOURCE: Eisner, E. (2002). The Arts and the Creation of Mind, In
Chapter 4, What the Arts Teach and How It Shows. (pp. 70-92). Yale
University Press. Available from NAEA Publications. NAEA grants reprint
permission for this excerpt from Ten Lessons with proper acknowledgment
of its source and NAEA.
Renee
On Jul 16, 2011, at 3:13 PM, Amy Lesemann wrote:
We had arguments about this, and I lost until a new teacher came in and
supported me. Frankly, if a student is 2 or more years- even less,
frankly -
then they really do need to sacrifice music, or art, or another
special for
extra reading instruction, and stay in the regular class for regular
reading
instruction. Before I got that extra vote in the faculty meetings, the
remedial kids were getting pulled out of their regular classes to meet
with
me...so they were getting exactly the same amount of instruction as
everyone
else. That's not the idea. They should be participating in reading and
writing workshop, and then going to the specialist to target their weak
areas - in phonics, using context clues, and so on.
Good luck!
--
Amy Lesemann, Reading Specialist and Director, Independent Learning
Center
St. Thomas the Apostle Elementary School
" What was once educationally significant, but difficult to measure,
has been replaced by what is insignificant and easy to measure. So now
we test how well we have taught what we do not value."
Art Costa, emeritus professor, California State University
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_______________________________________________
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To unsubscribe or modify your membership please go to
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Search the MOSAIC archives at http://snipurl.com/MosaicArchive
_______________________________________________
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[email protected]
To unsubscribe or modify your membership please go to
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Search the MOSAIC archives at http://snipurl.com/MosaicArchive
_______________________________________________
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To unsubscribe or modify your membership please go to
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