I am not getting why the classroom model wouldn't be Reading Workshop. You know, a mini lesson and a solid long block of reading time, and a few share out at the end. During that time, all children are reading at their own independent level in books that are "just right" for them in terms of difficulty and interest. Teacher is conferencing with individual children and/or pulling together small groups for particular purposes. And support teachers of any kind could join the teacher in this. How great, two or more strong teachers just means kids get the one on one more often. This means children would be getting lots of reading time in just right texts which Allington calls for and one on one or small group instruction regularly (but not taking over the reading time).
Is the issue that most teachers are not using this model??? For me it seems ideal. I also don't get why regular teachers wouldn't be able to plan their teaching in other content areas to meet the needs of children reading behind. Can set up the essential questions to explore and children can individually, in pairs, or small groups use different text(s) to explore, bringing their findings back to the whole group. And projects can be differentiated easily. Use tic tac toes or menus for example for choices of how to do "work" and "presentations." Also teachers can use their SDAIE strategies to teach not only ELLs but struggling readers as well. Guess I'm wondering if all those approaches went by the way side with the adoption of whole class basals and teaching??? Hmmm. Or is there just no freedom out there now? I know I can answer that that is true - I've seen it. But this should be something I hope we're working back towards!!! Sally _______________________________________________ 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
