This indeoendent reading block is where small group instruction can tke place, individual conferences and use reader's notebooks for responses and a reading log.
-----Original Message----- From: Stein, Ellen H. <[email protected]> To: write <[email protected]>; Mosaic: A Reading Comprehension Strategies Email Group <[email protected]> Sent: Sat, Oct 1, 2011 5:30 pm Subject: Re: [MOSAIC] Reader's Workshop Research Drop Everything And Read= D.E.A.R. Time. My concern with this is that teachers sually assign 15-20 minutes of DEAR time and the students are supposed to do ust thatg; Drop Everything and Read. But, how do we know they are reading.? How o we know they are thinkng about what they're reading? I believe there should e some accaountability; perhaps routine individual conferencing to check for nderstanding. What about a strategy focus for the time and sharing of that trategy when DEAR time is over. By itself, we rfeally can't tell if students re really reading. Ellen Stein eading Resource Teacher iverview Elementary School 10-887-1428 _______________________________________ rom: [email protected] [[email protected]] n Behalf Of [email protected] [[email protected]] ent: Saturday, October 01, 2011 3:41 PM o: Mosaic: A Reading Comprehension Strategies Email Group ubject: Re: [MOSAIC] Reader's Workshop Research Hi Beverlee, hat is DEAR? And what is the difference between independent level and high nstructional level? The names make them sound very different. Although my school gives various reading tests, we do not test for eading level. Can anyone suggest a test I can use in the classroom or reading level so that I can determine what texts are right for my tudents? an uoting "[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 ______________________________________________ osaic mailing list [email protected] o unsubscribe or modify your membership please go to ttp://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive ______________________________________________ osaic mailing list [email protected] o unsubscribe or modify your membership please go to ttp://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
