Hello Beverlee,
We are in our second year of Literacy by Design. Authors are L.
Hoyt, Marzano etc. We are being asked, observed. checked on, to
follow the program. It focuses on the comprehension strategies and
basically has a script you can follow. While the say we can
supplement administrator come to your room and ask for your Rigby
evidence. Every time I do a lesson with rich literature even though I
am teaching the same skills I am reminded to follow the anthology. It
does center on the reading strategies and the stories do not lend them
selves to character study, plot or genre studies. I am finding it
very frustrating and feel my lessons have gone backwards. Maybe my
bias but my students do not seem to be as excited about reading. They
are definitely not as excited to explore text and us inquiry skills
as they read. I could go on I have to do this twice a day!
Joanne/Ohio/3rd Language arts
On Jan 28, 2009, at 8:46 AM, Beverlee Paul wrote:
Hi all - I'd like to ask a question that affects everyone interested
in
teaching comprehension, especially in a release to independence
format. Do
any of you know of any instances where schools have adopted Reading
Mastery
or another Direct Instruction program and have been forced to
eliminate the
use of trade books in classrooms (or, alternately, very limited
participation in a library program) in order to use comprehension
strategies
(or other strategies, actually) in the classroom? I think I remember
someone on this list serve saying that the principal and curriculum
director
came by and loaded up all the trade books so they didn't "confuse"
the K,
1, and maybe 2 grade students. Help, please. Bev
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