On Thu, Jun 14, 2012 at 8:13 PM, Terry Decker <deckerteac...@yahoo.com>wrote:
> Linda, I don't get to use much volunteer help in my Title 1 > setting--time frames are sticky. I did use them much as you suggest when I > taught a regular classroom. We do train "educated" volunteers to work in > our after-school reading intervention program. There is always good reason > for caring adults to be involved with kids--hence the rationale for SMART > reading. It certainly doesn't replace explicit instruction, but it does > help. Our after-school volunteers are trained to work with children as > you've outlined, plus we taught them a system for working with vocabulary > and questioning for comprehension. Thanks for the volunteer angle, > which does really help students who come from homes where parents don't > read with them. > Terry Hi Terry, I have to ask -- do you meant "smart reading" as in, from BC's Susan Close? Just wondering. (She's amazing; a hero from my past.) On googling, that's what I get (hers). It seems like it'd be obvious all schools should work the volunteer angle much more as in after school -- *except* it's just one of those "one thing too many" kind of things -- everyone is maxed out. I don't think anyone here attempts after-school, but we do have a lot of "one-to-one" volunteer programs during the school day. Thanks! Linda _______________________________________________ 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
