And what resources are best for staff development in learning to do workshop
well?
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-----Original Message-----
From: "Palmer, Jennifer" <jennifer.pal...@hcps.org>
Sender: mosaic-bounces+baguzman53=yahoo....@literacyworkshop.org
Date: Mon, 18 Jul 2011 10:24:31
To: Mosaic: A Reading Comprehension Strategies Email
Group<mosaic@literacyworkshop.org>
Reply-To: "Mosaic: A Reading Comprehension Strategies Email Group"
<mosaic@literacyworkshop.org>
Subject: Re: [MOSAIC] adding instruction for remedial...
Sally
Workshop would be ideal. I think it takes lots of staff development to make it
work well... and yes, there are lost of places that have not invested in that
training. It is easier to pop a basal in the hands of new teachers and wish
them well rather than develop best practices. I can't think of one local
university here that is training teachers to use reading workshop. Writing
workshop seems to be entrenched, but not reading.
I'd like to move my school toward reading workshop...but it will take a
while...I need to go class by class and coach along the way.
Jennifer L. Palmer
Instructional Facilitator, National Board Certified Teacher (EC Gen)
Magnolia Elementary School (Home School)
901 Trimble Road, Joppa, MD 21085
Phone: (410) 612-1553
Fax: (410) 612-1576
In EVERY child...a touch of GREATNESS!!!
Proud of our Title One School!
Norrisville Elementary School
5302 Norrisville Rd
White Hall, MD 21161
Phone: 410-692-7810
Fax: 410-692-7812
Where Bright Futures Begin!!!
________________________________
From: mosaic-bounces+jennifer.palmer=hcps....@literacyworkshop.org on behalf of
Sally Thomas
Sent: Mon 7/18/2011 9:42 AM
To: mosaic listserve
Subject: Re: [MOSAIC] adding instruction for remedial...
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
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