Some students need accountability. Some need support such as audio books. Others need to one-one during DEAR time.
----- Original Message ----- From: Stein, Ellen H. [mailto:[email protected]] Sent: Saturday, October 01, 2011 03:54 PM To: [email protected] <[email protected]>; Mosaic: A Reading Comprehension Strategies Email Group <[email protected]> Subject: Re: [MOSAIC] Reader's Workshop Research Drop Everything And Read= D.E.A.R. Time. My concern with this is that teachers usually assign 15-20 minutes of DEAR time and the students are supposed to do just thatg; Drop Everything and Read. But, how do we know they are reading.? How do we know they are thinkng about what they're reading? I believe there should be some accaountability; perhaps routine individual conferencing to check for understanding. What about a strategy focus for the time and sharing of that strategy when DEAR time is over. By itself, we rfeally can't tell if students are really reading. Ellen Stein Reading Resource Teacher Riverview Elementary School 410-887-1428 ________________________________________ From: [email protected] [[email protected]] On Behalf Of [email protected] [[email protected]] Sent: Saturday, October 01, 2011 3:41 PM To: Mosaic: A Reading Comprehension Strategies Email Group Subject: Re: [MOSAIC] Reader's Workshop Research Hi Beverlee, What is DEAR? And what is the difference between independent level and high instructional level? The names make them sound very different. Although my school gives various reading tests, we do not test for reading level. Can anyone suggest a test I can use in the classroom for reading level so that I can determine what texts are right for my students? Jan Quoting "[email protected]" <[email protected]>: > And the other thing we'd do well to remember is the crucial piece in his > work reminding us that the material used absolutely needs to be at an > independent/high instructional level > in order for the child to continue to grow as a reader. If she's reading > "below grade level" then it's very likely that all of the content books are > too high, so little growth is likely there. Unless the books in readers' > workshop are carefully matched to the readers, we can't expect the kind of > growth that needs to take place. Plus, there has to be quality instruction. > It so disappoints me in the [hopefully] rare instances when a teacher > creates what amounts to little more than DEAR, calls it readers' workshop, > and then complains that workshop "doesn't work." So...be sure when you're > looking at the research that you look beyond the conclusions to see how the > research was set up, how the terms are defined, etcetera. And PLEASE, some > of you, find a collaborator and do this research so teachers in ten years > aren't still asking, "Where's the beef?" > Connected by DROIDVerizon Wireless > _______________________________________________ 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 _______________________________________________ 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
