Allington would say that the "extra" reading instruction should be in addition to rich classroom instruction. I read his book a few years ago so I don't remember when he said this would take place - during specials (I wouldn't agree with that), after school, another subject? - but I do remember him saying that children who are struggling need more good instruction in reading. 30 minutes during your regular 90 min block could be a good compromise, however, Elisa
Elisa Waingort Grade 2 Spanish Bilingual Teacher Spanish Learning Leader Dalhousie Elementary Calgary, Canada The best and most beautiful things in the world cannot be seen or even touched. They must be felt within the heart. Helen Keller The society which scorns excellence in plumbing as a humble activity and tolerates shoddiness in philosophy because it is an exalted activity will have neither good plumbing nor good philosophy: neither its pipes nor its theories will hold water. -Former US Cabinet member John W. Gardner Visit my blog, A Teacher's Ruminations, and post a message. http://waingortgrade2spanishbilingual.blogspot.com/ -----Original Message----- From: mosaic-bounces+elwaingortji=cbe.ab...@literacyworkshop.org on behalf of Sue and Paul Therrien Sent: Mon 18/07/2011 4:16 PM To: Mosaic: A Reading Comprehension Strategies Email Group Subject: Re: [MOSAIC] adding instruction for remedial... I think the kids who struggle as readers often lack general knowledge and therefore, they need to attend all the specials. Plus, it can build resentment when they are forced to miss a special they like. We are required to have 90 minutes of reading per day. I think they should leave for 30 minutes of direct instruction from a specialist during that time, four to five times a week in a group of 4 or less. Pushing in is not necessarily the best use of a specialist's time because there are often kids at different levels in the same room who would be better paired with children from other classes. --- On Mon, 7/18/11, beverleep...@gmail.com <beverleep...@gmail.com> wrote: From: beverleep...@gmail.com <beverleep...@gmail.com> Subject: Re: [MOSAIC] adding instruction for remedial... To: "Mosaic: A Reading Comprehension Strategies Email Group" <mosaic@literacyworkshop.org> Date: Monday, July 18, 2011, 2:56 AM I think Allington really makes a great case for thinking out of the box- in this case the school day. Maybe extra instruction is better suited to before or after school programs or summer school or a Saturday a.m. Just for Fun program. Our schools have had free breakfast and lunch programs for the last several summers. Of course added instruction backed up to one of these would be wonderful, but there's also some benefit from just engaged reading, like a reading club. A 30-minute round of read to self and a 30-minute round of read to others would require minimal supervision cost and would certainly diminish summer loss. An hour club right after breakfast or before or after lunch would attract some readers!! Sent via DROID on Verizon Wireless -----Original message----- From: Sally Thomas <sally.thom...@verizon.net> To: mosaic listserve <mosaic@literacyworkshop.org> Sent: Sun, Jul 17, 2011 17:43:12 GMT+00:00 Subject: Re: [MOSAIC] adding instruction for remedial... You have me thinking as I am going to bring the two emails to my class on Thursday for discussion. Maybe there should be a "push in" with knowledgeable support teachers co-planning with the regular teacher to help create better reading workshop type classrooms. And two informed teachers have to be better than one in terms of giving differentiated support to children???? Sally On 7/17/11 7:54 AM, "Renee" <phoenix...@sbcglobal.net> wrote: > Oh my..... I SOOOOO disagree with this! No child should be excluded > from equal access to the curriculum, and that includes Art, Music, > P.E., or whatever else, no matter where they are performing. In fact, I > would say that low-performing children might need these parts of > curriculum most of all.... to help them see and experience the grand > intertwining of all parts of learning. Children who are > "underperforming" according to some standardized assessment shouldn't > be punished and have their curriculum narrowed down. Children don't > need *more* reading instruction, they need *better* reading instruction > (and in my opinion, that means more actual reading and less actual > drilling). > > I understand too well the frustration of having students pulled out of > class for small group instruction and in fact I am not particularly > supportive of trading students around among teachers that people do so > much of these days. But narrow the curriculum because a child is > reading below grade level? Sorry..... can't support that one. > > Some food for thought: > > 10 Lessons the Arts Teach > > 1. The arts teach children to make good judgments about qualitative > relationships. > Unlike much of the curriculum in which correct answers and rules > prevail, in the arts, it > is judgment rather than rules that prevail. > 2. The arts teach children that problems can have more than one solution > and that questions can have more than one answer. > 3. The arts celebrate multiple perspectives. > One of their large lessons is that there are many ways to see and > interpret the world. > 4. The arts teach children that in complex forms of problem solving > purposes are seldom fixed, but change with circumstance and > opportunity. Learning in the arts requires the ability and a > willingness to surrender to the unanticipated possibilities of the work > as it unfolds. > 5. The arts make vivid the fact that neither words in their literal > form nor numbers exhaust what we can know. The limits of our language > do not define the limits of our cognition. > 6. The arts teach students that small differences can have large > effects. > The arts traffic in subtleties. > 7. The arts teach students to think through and within a material. > All art forms employ some means through which images become real. > 8. The arts help children learn to say what cannot be said. > When children are invited to disclose what a work of art helps them > feel, they must reach into their poetic capacities to find the words > that will do the job. > 9. The arts enable us to have experience we can have from no other > source > and through such experience to discover the range and variety of what > we are capable of feeling. > 10. The arts' position in the school curriculum symbolizes to the young > what adults believe is important. > > SOURCE: Eisner, E. (2002). The Arts and the Creation of Mind, In > Chapter 4, What the Arts Teach and How It Shows. (pp. 70-92). Yale > University Press. Available from NAEA Publications. NAEA grants reprint > permission for this excerpt from Ten Lessons with proper acknowledgment > of its source and NAEA. > > > Renee > > > On Jul 16, 2011, at 3:13 PM, Amy Lesemann wrote: > >> We had arguments about this, and I lost until a new teacher came in and >> supported me. Frankly, if a student is 2 or more years- even less, >> frankly - >> then they really do need to sacrifice music, or art, or another >> special for >> extra reading instruction, and stay in the regular class for regular >> reading >> instruction. Before I got that extra vote in the faculty meetings, the >> remedial kids were getting pulled out of their regular classes to meet >> with >> me...so they were getting exactly the same amount of instruction as >> everyone >> else. That's not the idea. They should be participating in reading and >> writing workshop, and then going to the specialist to target their weak >> areas - in phonics, using context clues, and so on. >> >> Good luck! >> >> -- >> Amy Lesemann, Reading Specialist and Director, Independent Learning >> Center >> St. Thomas the Apostle Elementary School > > > " What was once educationally significant, but difficult to measure, > has been replaced by what is insignificant and easy to measure. So now > we test how well we have taught what we do not value." > Art Costa, emeritus professor, California State University > > > > _______________________________________________ > 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 _______________________________________________ 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
