Dick Allington' research would support that as well, wouldn't it, Tim? Lori
On Wed, 27 Jun 2007 22:54 , RASINSKI, TIMOTHY <[EMAIL PROTECTED]> sent: >Lori -- i think your note below illustrates a central tenet in effective >reading instruction -- it's not the program or the method or the materials that matters most; it's the teacher that matters and how the teacher employs the program, method, or materials. > > > > > >Timothy Rasinski > >404 White Hall > >Kent State University > >Kent, OH 44242 > >330-672-0649 > >Cell -- 330-962-6251 > >FAX 330-672-2025 > >[EMAIL PROTECTED] > >informational website: www.timrasinski.com > >professional development DVD: http://www.roadtocomprehension.com/ >http://www.roadtocomprehension.com/> > > > >________________________________ > > > >From: [EMAIL PROTECTED] on behalf of lori.labrum > >Sent: Wed 6/27/2007 10:19 PM > >To: Mosaic: A Reading Comprehension Strategies Email Group > >Subject: Re: [MOSAIC] AR > > > > > > > >Ok, I will put myself out for a hanging here. My school bought into AR many > >years ago and I do use it. It is not mandated; it is entirely up to the > >teacher how we use it. I realize it is not a reading program to teach > >reading, but I don't use it as such. Our library has the leveled books > >mixed in with all the other books on the shelves and I don't require that > >students read only AR books. My students (third grade) only need to earn 3 > >points a quarter, which means they only have to read and pass quizzes on 2-5 > >books. I only use it to see if they are truly reading the books they say > >they are. But that is not my only method of checking their independent > >reading. We do book talks, write book reports, all the other things that > >good teachers have students do. This is just one way to assess, and yes, I > >know the questions are all recall....I know all the reasons why teachers > >don't like it. But it gives me another hard copy record to show parents how > >their child is doing. > >How many times do students pick a book they "want" to read, and then just > >look through it, or talk about it with a friend, or "I saw the movie" and > >then try to do a book report or a book talk? Same thing. With a class of > >30 third graders I don't get to everyone to conference about each book they > >read. And for the parent who insists that the 300 page book is just right > >for their child, then they take a quiz after reading it, it helps to show > >the parent that perhaps that book was truly a bit too difficult for the > >child. Also, on the other hand, when a better reader consistently chooses > >books that are too easy, I can show the parents the report, praise them for > >getting good high scores on recall, and challenge them to try a book that is > >a bit more difficult. > >No, it isn't my only way and I don't expect them to read ONLY AR books, but > >for me, it works as another resource. (Only 3 points a quarter doesn't take > >long.....................the rest of the quarter they do all those other > >things.) > >Lori/Utah > > > > > > > >_______________________________________________ > >Mosaic mailing list > >Mosaic@literacyworkshop.org > >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 Mosaic@literacyworkshop.org 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.
