First, let me say that I agree that 'combatting' is not the right word. 'Responding' is really what I meant. I, too, believe that these teachers have the absolute best intentions and their students gain a lot from these experiences. Lori, one distinct difference you stated in your response was that you brought social studies into reading, while I think the opposite is happening at my school. I COMPLETELY agree that reading and writing should be a central element to content areas. I could not imagine teaching social studies without tradebooks, journal writing, etc. However, passing a journal writing assignment off as their writing instruction does not count to me as their writing workshop lesson.
Aren't content areas better used for assessing reading and writing, rather than teaching it? Social studies is one way I see if my students can apply the reading strategies taught in reading; to see if they can transfer good writing strategies into their social studies writing assignments. Yet, social studies does not replace my reading workshop or writing strategy instruction. I guess the larger question is: do you let a thematic unit guide your reading workshop? If thematic units are central to your reading workshop, how do you weave strong strategy instruction into it? Thanks for your support through this. Andrea Ljackson <ljack...@gwtc.net> wrote: >I am sorry, I seem to be responding to myself. As I read this a second >time, I wanted to be able to say it sounds to me as if you are both >right--both broups, I mean. Integration is a key to managing it all but >also to bringing meaningful instruction to kids and I think most of us >celebrate these strategies as thinking strategies that will drive >increased understanding across the page and across the curriculum. I know >that in the classroom, I had to infuse social studies into my reading >workshop because there simply was not enough time in the day to address >all the curricular demands. We are in the process in our own district of >creating searchable databases for our guided reading materials (beginning >with nonfiction) so that teachers can design guided reading lessons that >will allow for integration of social studies and science when doing so >fits the needs of the readers. I think we all need to learn to think very >flexibly to do our jobs. All that said, I do think that > there is a time when we read and write for the sake learning to love to >read and write and to become better at reading and writing. > >So, perhaps a first step is to examine your word choice. 'Combatting' >teachers who are determined to infuse reading and writing throughout the >day seems counterproductive to me--can you find a way to honor what they >do and make a case for what you believe in? If those beliefs could live >together, it seems to me that the students would truly benefit. > > > >Lori Jackson > District Literacy Coach and Mentor > Todd County School District > Box 87 > Mission SD 5755 > >----- Original message ----- >From: Andrea Jenkins <jenki...@oakhillschool.org> >To: Mosaic@literacyworkshop.org >Date: Sunday, April 26, 2009 2:03 PM >Subject: [MOSAIC] Thematic Units or Reading Across the Curriculum > >> Hello friends. I am leading a Mosaic book study with teachers at my >school. >> Many, if not all, of the teachers say they "integrate reading and >writing >> and teach it across the curriculum". I believe this is code for not >> specifically teaching reading and writing, but rather assigning reading >and >> writing assignments/activities, and calling that their instruction of >> reading/writing. What they are actually teaching is social studies or >> science, with throwing in reading and writing assignments with no >> instruction on how to read or write strategically. >> >> Personally, I believe in the workshop framework for both reading and >> writing, and believe in directly teaching reading and writing strategies >> through mini-lessons. They believe, wholeheartedly, that their thematic, >> integrated approach to teaching is working and best practice. I believe >> differently. >> >> How do I combat this response of "integrated" instruction? >> Am I missing a crucial piece? Perhaps I am wrong here and many of you >also >> use thematic units and content areas to teach strategies. How do other >> teachers of workshop model classrooms handle the balance between reading >and >> social studies? >> >> Many thanks! >> >> Andrea Jenkins >> >> >> >> _______________________________________________ >> 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. > > > _______________________________________________ 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.
