Re: [MOSAIC] Just Finished Readacide and The Reading Zone What do youthink the implications are...
I have also recently finished Readicide and loved the message, but came away with many questions. I have a new teaching assignment this year, working with 7th and 8th grade struggling readers. Gallagher has written several other books, and I'm now making my way through his Reading Reasons: Motivational Mini-Lessons for Middle and High School. I would heartily recommend this book and also like Cris Tovani's I Read It, uI Don't Get It as well as The Book Whisperer. I will be in St. Louis in July at a literacy institute sponsored by Fontbonne University. Kelly Gallagher will be one of the key-note speakers. I'm counting the days until I get to hear him speak. Date: Fri, 26 Jun 2009 19:02:02 -0400 From: heath...@gmail.com To: beverleep...@gmail.com; mosaic@literacyworkshop.org Subject: Re: [MOSAIC] Just Finished Readacide and The Reading Zone What do youthink the implications are... I hate not having answers. :) I think I am going to e-mail Atwell and see if I get a response. Hey you never know. The school she teaches at sounds amazing. Here are a few more of my thoughts: I always thought that teaching comprehension strategies was where it was at for in-the-know instructors. I thought it was the new, research-based best practice. Now, I am questioning that. But you have to teach SOMETHING... How do you teach without taking the joy out of reading. I liked in the book when she said that readers will comprehend text that is the right level for them. (Unless its content-area text where using reading/comprehension strategies might be more appropriate to take apart a difficult text.) Anyway, I think you will really like Readacide. Let me know what you think of it. It's definitely geared toward middle/high school, but I think he has a slightly more realistic approach. On Fri, Jun 26, 2009 at 6:26 PM, beverleep...@gmail.com wrote: Yeah! I just picked up my copy of Readacide! I read The Reading Zone when it first came out! Anyone with a lick of sense will acknowledge the cognitive dissonance TRZ causes. And I think the thought process this book initiates is one of those that requires an enormous conversation within onself before, during, and after many, many conversations with others. Deep stuff. Deep questions. Unknown answers. Sent from my BlackBerry Smartphone provided by Alltel -Original Message- From: Heather Green heath...@gmail.com Date: Fri, 26 Jun 2009 18:18:03 To: Mosaic@literacyworkshop.org Subject: [MOSAIC] Just Finished Readacide and The Reading Zone What do you think the implications are... . for lower elementary grades? I wish there were a book written with a similar theme, but geared toward 1-2. There are plenty of teachers at our school, include me last year, who taught comprehension strategies. I am contemplating now-- is it enough to just let kids read? To talk about books with them? To have them recommend books with each other? Is it enough in the younger grades to just get them to love reading? Do we teach the strategies just because we feel it gives us something to teach during reading workshop? In her book, Atwell mentions doing mini-lessons. I wonder what these are. SO MANY QUESTIONS! ___ 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. _ Windows Live™ SkyDrive™: Get 25 GB of free online storage. http://windowslive.com/online/skydrive?ocid=TXT_TAGLM_WL_SD_25GB_062009 ___ 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.
Re: [MOSAIC] Just Finished Readacide and The Reading Zone What do you think the implications are...
What about the book To Understand by Ellin Keene. I have jus started reading it. The theme of it is how to we teach kids to make sense of what they are reading and is teaching just the strategies enough to help them understand. --- On Fri, 6/26/09, Heather Green heath...@gmail.com wrote: From: Heather Green heath...@gmail.com Subject: [MOSAIC] Just Finished Readacide and The Reading Zone What do you think the implications are... To: Mosaic@literacyworkshop.org Date: Friday, June 26, 2009, 6:18 PM for lower elementary grades? I wish there were a book written with a similar theme, but geared toward 1-2. There are plenty of teachers at our school, include me last year, who taught comprehension strategies. I am contemplating now-- is it enough to just let kids read? To talk about books with them? To have them recommend books with each other? Is it enough in the younger grades to just get them to love reading? Do we teach the strategies just because we feel it gives us something to teach during reading workshop? In her book, Atwell mentions doing mini-lessons. I wonder what these are. SO MANY QUESTIONS! ___ 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.
Re: [MOSAIC] Just Finished Readacide and The Reading Zone What do youthink the implications are...
In a message dated 6/27/09 9:30:07 AM, ldpboothillbollwee...@hotmail.com writes: I have a new teaching assignment this year, working with 7th and 8th grade struggling readers. I also teach struggling readers in grades 6 and 8 and am always looking for new titles to read. Any suggestions on some new titles for this age group? Pat www.pawsofwood.com ** An Excellent Credit Score is 750. See Yours in Just 2 Easy Steps! (http://pr.atwola.com/promoclk/100126575x1222585065x1201462786/aol?redir=http://www.freecreditreport.com/pm/default.aspx?sc=668072amp;hmpgID=62amp; bcd=JuneExcfooterNO62) ___ 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.
Re: [MOSAIC] Just Finished Readacide and The Reading Zone What do you think the implications are...
I will check that book out. Thank you. On Sat, Jun 27, 2009 at 9:48 AM, Susanne Lee susannelee...@yahoo.comwrote: What about the book To Understand by Ellin Keene. I have jus started reading it. The theme of it is how to we teach kids to make sense of what they are reading and is teaching just the strategies enough to help them understand. --- On Fri, 6/26/09, Heather Green heath...@gmail.com wrote: ___ 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.
Re: [MOSAIC] Just Finished Readacide and The Reading Zone What do you think the implications are...
I think I might order the book-- just looked at it on Amazon. I'm curious about it. But also, something keeps nagging me in the back of my head saying IF KIDS ARE READING BOOKS AT THEIR LEVEL, THEY WILL DO THESE STRATEGIES NATURALLY. (All caps because it is shouting at me!) Here's the thing: I just can't imagine being caught up in a really good book, and then constantly being interrupted by someone asking me to reflect on the connections I've made, the questions I've had. All that thinking about my thinking would surely ruin the book for me. On Sat, Jun 27, 2009 at 9:53 AM, Heather Green heath...@gmail.com wrote: I will check that book out. Thank you. On Sat, Jun 27, 2009 at 9:48 AM, Susanne Lee susannelee...@yahoo.comwrote: What about the book To Understand by Ellin Keene. I have jus started reading it. The theme of it is how to we teach kids to make sense of what they are reading and is teaching just the strategies enough to help them understand. --- On Fri, 6/26/09, Heather Green heath...@gmail.com wrote: ___ 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.
Re: [MOSAIC] running record discussion
Hi! I just found this discussion after finally getting a chance to go through my inbox... I'm excited about this discussion because 1. Our district has chosen to STOP using DIBELS this year! :) 2. We are going back to Rigby RRs (for K-2, ARIs for 3-5) for the year... but will be having discussions regarding running record kits and which kits will best meet our needs. We feel that the books in Rigby's kit (we've had them for several years, but I think there is a newer version out there on the market) are a bit outdated, not culturally competent or relevant to our student population, and the comprehension questions may be a bit lacking. I'd love to hear more about the DRA stories and comprehension questions. They're more like discussion starters? Do they include a good balance of fiction/nonfiction? Thanks for more information!! Katherine (another state with a run-away Governor, Indiana! you just wouldn't believe...) -Original Message- From: mosaic-boun...@literacyworkshop.org on behalf of mosaic-requ...@literacyworkshop.org Sent: Thu 6/25/2009 11:00 AM To: mosaic@literacyworkshop.org Subject: Mosaic Digest, Vol 34, Issue 45 Send Mosaic mailing list submissions to mosaic@literacyworkshop.org To subscribe or unsubscribe via the World Wide Web, visit http://literacyworkshop.org/mailman/listinfo/mosaic_literacyworkshop.org or, via email, send a message with subject or body 'help' to mosaic-requ...@literacyworkshop.org You can reach the person managing the list at mosaic-ow...@literacyworkshop.org When replying, please edit your Subject line so it is more specific than Re: Contents of Mosaic digest... Today's Topics: 1. Re: Running Record/Reading Level Question(s) (hccarl...@comcast.net) -- Message: 1 Date: Thu, 25 Jun 2009 15:08:00 + (UTC) From: hccarl...@comcast.net Subject: Re: [MOSAIC] Running Record/Reading Level Question(s) To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Message-ID: 114521.8000801245942480094.javamail.r...@sz0053a.emeryville.ca.mail.comcast.net Content-Type: text/plain; charset=utf-8 Those are the same reasons I liked it. I know our first grade teachers preferred over Rigby; one reason was some of our first graders topped out of Rigby. I administered it to 5th graders and I felt it gave me a lot of information. I didn't use the writing portion because we already have a written respoonse rubric that teachers begin using in the fall that mirrors our state test. Carol - Original Message - From: drmarinac...@aol.com To: mosaic@literacyworkshop.org Sent: Thursday, June 25, 2009 8:13:02 AM GMT -06:00 US/Canada Central Subject: Re: [MOSAIC] Running Record/Reading Level Question(s) This is an excellent conversation that needs to continue:) Sure. It has been a while and I hope I remember accurately... those of you who use DRA, pipe up if you see I mischaracterize the DRA. We thought the text was more interesting and better quality in F and P. We liked the idea of comprehension conversations scored with a rubric rather than firing questions at kids or asking for a retelling. It seemed to mirror what we want to be going on in classrooms and was a more natural way to assess comprehension. We liked the?optional writing piece?(or drawing in the early levels) as a way to get at?understanding of text in a different way.?We liked the additional resources that came with the kits...an example- a guide for teachers that shows what the characteristics of kids are at particular levels and what teaching next steps might be. There are great staff development videos that teachers can watch to learn how to use the kit. There are dozens and dozens of different supplementary assessements like phonemic awareness, sight words, vocabulary knowledge etc etc.? It has a calculator which is a timer. You press a button when a child starts reading and then one when she stops. Enter the running words, number of errors and self corrections and the calculator will spit out percentages, self correction rates and words correct per minute. And... if I remember correctly, it is cheaper. Jennifer -Original Message- From: cnjpal...@aol.com To: mosaic@literacyworkshop.org Sent: Wed, Jun 24, 2009 4:36 pm Subject: Re: [MOSAIC] Running Record/Reading Level Question(s) Jane Sure. It has been a while and I hope I remember accurately... those of you who use DRA, pipe up if you see I mischaracterize the DRA. We thought the text was more interesting and better quality in F and P. We liked the idea of comprehension conversations scored with a rubric rather than firing questions at kids or asking for a retelling. It seemed to mirror what we want to be going on in classrooms and was a more natural way to assess comprehension.
Re: [MOSAIC] Just Finished Readacide and The Reading Zone What do youthink the implications are...
I think answers are formed by gathering information and it is a long often messy process. It does take lots of thinking, reflecting, and evaluation. That said, I just retired this year and I brought home all my picture books as I was not ready to give them away -or sell them. As I was putting them on shelves at home, I stopped and reread quite a few of them. The thought going through my mind time and time again was wow, I should have let them read more, as books can truly teach and give us experiences. I felt sad that they missed stories. I felt sad that I only read one story (sometimes 2) to my class a day. If I were still teaching I would make sure to get in 2 or 3 a day. I wanted my class back just so they could have a chance to experience all the stories they missed. I gave my students 40 minutes a day of independent reading time where they read mostly at their level. They had full access to my library, yet there are 100's of books still waiting for them to read. I do believe kids need more time to just read. I only had them respond to their reading twice a week in their reader's notebook. I learned a lot about my students through conferring and sharing. I think the comprehension strategies are important for kids to know about and use. Accomplished readers often don't know what they are doing when they read, so it is nice to teach them about it, have them become aware of it, and name it. Struggling readers need to know there are things they can do to help the text have meaning to them. It is exciting to watch a kid realize they can make the story into a movie in their mind to help them understand. And when they say things like I didn't know you could do that, you know you have helped them as a reader and a thinker. Sometimes I feel like the comprehension strategies get beaten to death. Jan On 6/26/09 4:02 PM, Heather Green heath...@gmail.com wrote: I hate not having answers. :) I think I am going to e-mail Atwell and see if I get a response. Hey you never know. The school she teaches at sounds amazing. Here are a few more of my thoughts: I always thought that teaching comprehension strategies was where it was at for in-the-know instructors. I thought it was the new, research-based best practice. Now, I am questioning that. But you have to teach SOMETHING... How do you teach without taking the joy out of reading. I liked in the book when she said that readers will comprehend text that is the right level for them. (Unless its content-area text where using reading/comprehension strategies might be more appropriate to take apart a difficult text.) Anyway, I think you will really like Readacide. Let me know what you think of it. It's definitely geared toward middle/high school, but I think he has a slightly more realistic approach. On Fri, Jun 26, 2009 at 6:26 PM, beverleep...@gmail.com wrote: Yeah! I just picked up my copy of Readacide! I read The Reading Zone when it first came out! Anyone with a lick of sense will acknowledge the cognitive dissonance TRZ causes. And I think the thought process this book initiates is one of those that requires an enormous conversation within onself before, during, and after many, many conversations with others. Deep stuff. Deep questions. Unknown answers. Sent from my BlackBerry Smartphone provided by Alltel -Original Message- From: Heather Green heath...@gmail.com Date: Fri, 26 Jun 2009 18:18:03 To: Mosaic@literacyworkshop.org Subject: [MOSAIC] Just Finished Readacide and The Reading Zone What do you think the implications are... . for lower elementary grades? I wish there were a book written with a similar theme, but geared toward 1-2. There are plenty of teachers at our school, include me last year, who taught comprehension strategies. I am contemplating now-- is it enough to just let kids read? To talk about books with them? To have them recommend books with each other? Is it enough in the younger grades to just get them to love reading? Do we teach the strategies just because we feel it gives us something to teach during reading workshop? In her book, Atwell mentions doing mini-lessons. I wonder what these are. SO MANY QUESTIONS! ___ 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
[MOSAIC] Interview for reading specialist
I may be the last of the great lurkers on Mosaic, but now I'm desperate! I have my MA in reading, but have never taught as a reading specialist, and now I just got a call to interview for an elementary reading specialist position (K-5). I am more than nervous about it! I am a huge fan of MOT and have used the strategies in all my classroom positions since 2000. I do have almost 20 years of classroom teaching (2nd-7th grades). I also have state certification in 7-12 ELA besides reading and regular elementary (K-6). Does anyone have any suggestions or questions I might be given in the interview? Eternally grateful, Sue Zahn craigz...@aol.com **An Excellent Credit Score is 750. See Yours in Just 2 Easy Steps! (http://pr.atwola.com/promoclk/100126575x1222585065x1201462786/aol?redir=http://www.freecreditreport.com/pm/default.aspx?sc=668072hmpgID=62bcd=Jun eExcfooterNO62) ___ 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] Listen to Ellin
You can listen to Ellin¹s thoughts on strategy instruction. Jan The mind determines what is possible. The heart surpasses it. -Pilar Coslinta Strategy Instruction for Beginners: Advice from Ellin Keene (AUDIO) Ellin Keene In this excerpt from a longer interview, Ellin Keene (co-author of Mosaic of Thought) talks about how a novice teacher might begin to understand strategy instruction...and how veterans can re-invigorate their reading program. This MP3 file requires high-speed Internet access. http://www.choiceliteracy.com/public/126.cfm ___ 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.
Re: [MOSAIC] Listen to Ellin
Thanks for posting that link. I am listening now. I am not sure how I feel about what she is saying. First of all, she asks that we do reading on our own and deeply reflect on metacognitive strategies we use as we read. As I think of what I do when I read, it is mainly three things-- go back and re-read (when I have lost my train of thought) or sometimes break apart a word to figure out what it means (based on its parts), and sometimes wonder things. I do NOT actively seek out to do things like make connections or summarize. I don't make a point to access my schema before I start reading. These are all things my brain does automatically when I'm reading text at my level. If I were reading about something I don't know much about, say, ice fishing, it doesn't matter how much I try to access my schema, I'm not going to comprehend the text because I HAVE no schema. Here's another thought: if I had to stop reading after every page and think about making connections, etc. I would probably hate reading. On Sat, Jun 27, 2009 at 12:00 PM, Jan Sanders jgou...@hotmail.com wrote: You can listen to Ellin¹s thoughts on strategy instruction. Jan The mind determines what is possible. The heart surpasses it. -Pilar Coslinta Strategy Instruction for Beginners: Advice from Ellin Keene (AUDIO) Ellin Keene In this excerpt from a longer interview, Ellin Keene (co-author of Mosaic of Thought) talks about how a novice teacher might begin to understand strategy instruction...and how veterans can re-invigorate their reading program. This MP3 file requires high-speed Internet access. http://www.choiceliteracy.com/public/126.cfm ___ 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.
Re: [MOSAIC] Listen to Ellin
I believe that all proponents for teaching reading comprehension strategies also MODEL a gradual release of responsibility. I have seen tremendous improvement in my students reading comprehension, enjoyment for reading and discussion amongst each other about their reading, thanks to these strategies. I sure do wish my teachers had spoken this language to me when I was learning how to read :) Eileen - Original Message - From: Heather Green heath...@gmail.com To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Saturday, June 27, 2009 10:19:17 AM GMT -07:00 US/Canada Mountain Subject: Re: [MOSAIC] Listen to Ellin Thanks for posting that link. I am listening now. I am not sure how I feel about what she is saying. First of all, she asks that we do reading on our own and deeply reflect on metacognitive strategies we use as we read. As I think of what I do when I read, it is mainly three things-- go back and re-read (when I have lost my train of thought) or sometimes break apart a word to figure out what it means (based on its parts), and sometimes wonder things. I do NOT actively seek out to do things like make connections or summarize. I don't make a point to access my schema before I start reading. These are all things my brain does automatically when I'm reading text at my level. If I were reading about something I don't know much about, say, ice fishing, it doesn't matter how much I try to access my schema, I'm not going to comprehend the text because I HAVE no schema. Here's another thought: if I had to stop reading after every page and think about making connections, etc. I would probably hate reading. On Sat, Jun 27, 2009 at 12:00 PM, Jan Sanders jgou...@hotmail.com wrote: You can listen to Ellin¹s thoughts on strategy instruction. Jan The mind determines what is possible. The heart surpasses it. -Pilar Coslinta Strategy Instruction for Beginners: Advice from Ellin Keene (AUDIO) Ellin Keene In this excerpt from a longer interview, Ellin Keene (co-author of Mosaic of Thought) talks about how a novice teacher might begin to understand strategy instruction...and how veterans can re-invigorate their reading program. This MP3 file requires high-speed Internet access. http://www.choiceliteracy.com/public/126.cfm ___ 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.
Re: [MOSAIC] What is the best reading program?
Hello Deidra, Where in can I find college or university that offers the Wilson and Saxon and Sonday course? Do you know if it is offered in Austin Texas? What about Canada? Thanks, Paula ---Original Message--- From: djchan Date: 26/06/2009 8:53:31 AM To: Mosaic: A Reading Comprehension Strategies Email Group Subject: Re: [MOSAIC] What is the best reading program? Wilson and Saxon and Sonday are programs designed to help students with phonics. They are specifically for struggling readers or students with learning challenges. They are based on the methods and philosophy and research of Dr. Samuel T. Orton and his assistant Anne Gillingham. To become certified in OG you must take a 100 hour college level class, that lasts approximately two weeks and then do a 1 year internship in which you tutor a child using these methods and have a trainer observe and critique your work. It is not a state certification that I know. I am OG certified at the associate level which means I can plan and develop lessons for individual students based on their needs. Wilson and Sonday and Saxon are copyrighted programs that you purchase as kits with materials and scripts for teaching, much like Saxon. A certified OG teacher writes their own lessons using materials received in the workshop and in their classroom. It can be used in the classroom setting with small groups but because it is a multi-sensory approach to learning to read it is difficult to implement in a large group. The best reading program is the one you use and modify to meet the needs of your students. I don't believe there is a one size fits all program. All reading programs need modifications to meet students needs. Teachers need to know how to adapt programs so higher readers are challenged and lower readers aren't bored. It is like walking a tightrope at times, a balancing act that lasts a year. Deidra Chandler MA Early Childhood Ed. MA Reading OG-multisensory language intervention tutor - Original Message - From: Ljackson ljack...@gwtc.net To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Wednesday, June 24, 2009 8:52 AM Subject: Re: [MOSAIC] What is the best reading program? I had no idea you could become certified in a program. Lori Jackson District Literacy Coach and Mentor Todd County School District Box 87 Mission SD 5755 - Original message - From: Lisa Singer singe...@gradmail.mville.edu To: mosaic@literacyworkshop.org Date: Tuesday, June 23, 2009 8:23 PM Subject: [MOSAIC] What is the best reading program? My name is Lisa. I am finishing my masters in special education at Manhattanville College. I want to become certified in a reading program and I was wondering if anyone had any suggestions for me. I was told that Orton Gillingham or Wilson are the best. What do you think? ___ 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.
Re: [MOSAIC] Interview for reading specialist
How will you collaborate with the classroom teachers? How do you formatively assess while you're instructing? How important is summative assessment and how will you communicate that to relevant parties? Do you think direct instruction, guided practice, or independent work is more important for students? How will you teach your students to become accountable for their reading and thoughtful use of strategies? How important is it that students become independent? What is the difference between reading skills and strategies? What part does writing play in reading development? On Sat, Jun 27, 2009 at 8:51 AM, craigz...@aol.com wrote: I may be the last of the great lurkers on Mosaic, but now I'm desperate! I have my MA in reading, but have never taught as a reading specialist, and now I just got a call to interview for an elementary reading specialist position (K-5). I am more than nervous about it! I am a huge fan of MOT and have used the strategies in all my classroom positions since 2000. I do have almost 20 years of classroom teaching (2nd-7th grades). I also have state certification in 7-12 ELA besides reading and regular elementary (K-6). Does anyone have any suggestions or questions I might be given in the interview? Eternally grateful, Sue Zahn craigz...@aol.com **An Excellent Credit Score is 750. See Yours in Just 2 Easy Steps! ( http://pr.atwola.com/promoclk/100126575x1222585065x1201462786/aol?redir=http://www.freecreditreport.com/pm/default.aspx?sc=668072hmpgID=62bcd=Jun eExcfooterNO62) ___ 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.
Re: [MOSAIC] Listen to Ellin
In response to... I don't make a point to access my schema before I start reading. These are all things my brain does automatically when I'm reading text at my level. Ah, but struggling readers often don't do this. That is why we teach them how. What do I know about this topic, this genre, these characters... My brain set is very different when I pick up a mystery as opposed to say Moby Dick. I also think differently when I am reading a book by an author I read a lot, like Jodi Picoult. I have an idea of what the novel will be like because of my prior experiences. Along with strategies, we need to teach text structures and what to expect. Jan On 6/27/09 9:19 AM, Heather Green heath...@gmail.com wrote: I don't make a point to access my schema before I start reading. These are all things my brain does automatically when I'm reading text at my level. Jan If you are teaching children something they already know, you are not teaching them anything. -Harry Wong ___ 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.
Re: [MOSAIC] Listen to Ellin
Deep structure is often a neglected aspect in our teaching. We think we are using a panorama view for our cameras when we still need to back out further to access those more-holistic structures. Very deep. Difficult to teach, but so necessary! Along with strategies, we need to teach text structures and what to expect. Jan ___ 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.
Re: [MOSAIC] OT- Looking for a teaching position?
I am looking for a job, but I'm in Massachusetts and unable to relocate. -Original Message- From: Joy jwidm...@rocketmail.com To: Real Writing Teachers realwritingteach...@yahoogroups.com; Mosaic mosaic@literacyworkshop.org; Practice with Purpose practicewithpurpose-bookt...@yahoogroups.com; The_Daily_Five the_daily_f...@yahoogroups.com; TeachersApplyingWholeLanguate t...@listserv.arizona.edu; TLN t...@listserve.com Sent: Fri, Jun 26, 2009 1:12 pm Subject: [MOSAIC] OT- Looking for a teaching position? FYI - (sorry for the cross posts) Anyone looking for a teaching position: My school has one second grade position, and one part time PE position available. For more information about Crosscreek, click on the link or paste http://www.crosscreekcharterschool.com into your browser. Information about the school and the positions available can be found there. We are about 45 min to an hour from Raleigh, NC. Joy/NC/4 How children learn is as important as what they learn: process and content go hand in hand. http://www.responsiveclassroom.org ___ 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] ***SPAM*** Re: What is the best reading program?
Hi, The best way to find and OG class is to search for Orton-Gillingham classes via the internet. The main website that lists them is www.ortonaacademy.org . There may or may not be classes close to you. They have to be taught by certified practitioners from this academy. If there is not one close to you I would contact the educator listed for that workshop and ask if they know anyone in your area certified to train OG. Most classes are not offered through colleges and universities because they try to be non-biased in their training methods. However, I was awarded credit toward my masters degree for this class. I had to have my instructor provide documentation and it counted as an elective. I am getting ready to supervise a class after the fourth with the certified trainer in my area. Having this training was one of the best things I ever did for SD. Wilson, Saxon, and Sonday are for profit programs and you can search for them on the internet and find them. They are programs you purchase and use the scripted material provided. They are based on OG research but each has their own sequence of skills and offers no options for modifications. They are best used by paras or parent volunteers who need a completely guided and scripted program to use with children. Wilson and Saxon can be used as whole class but they lack the multisensory component so vital in the OG methods. Sonday is best used for individual or very small group tutoring. Saxon is not suited for students who struggle with phonics because of the pacing and sequence---it is quite fast and moves to multisyllable words quickly. Wilson doesn't go as quickly into multisyllabic words but used lots of non-sense words in the program. Sonday stays mostly with one syllable words through it's program and one of my issues with it is that it lacks sufficient scope to help children move past K or 1st. It doesn't take them into syllables or suffix endings like Saxon does. Best of luck to you in finding a training program near you for OG. Deidra Chandler MA Early Childhood Ed. MA Reading OG-Multisensory Language Intervention tutor - Original Message - From: Paula Slater slate...@sympatico.ca To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Saturday, June 27, 2009 12:36 PM Subject: Re: [MOSAIC] What is the best reading program? Hello Deidra, Where in can I find college or university that offers the Wilson and Saxon and Sonday course? Do you know if it is offered in Austin Texas? What about Canada? Thanks, Paula ---Original Message--- From: djchan Date: 26/06/2009 8:53:31 AM To: Mosaic: A Reading Comprehension Strategies Email Group Subject: Re: [MOSAIC] What is the best reading program? Wilson and Saxon and Sonday are programs designed to help students with phonics. They are specifically for struggling readers or students with learning challenges. They are based on the methods and philosophy and research of Dr. Samuel T. Orton and his assistant Anne Gillingham. To become certified in OG you must take a 100 hour college level class, that lasts approximately two weeks and then do a 1 year internship in which you tutor a child using these methods and have a trainer observe and critique your work. It is not a state certification that I know. I am OG certified at the associate level which means I can plan and develop lessons for individual students based on their needs. Wilson and Sonday and Saxon are copyrighted programs that you purchase as kits with materials and scripts for teaching, much like Saxon. A certified OG teacher writes their own lessons using materials received in the workshop and in their classroom. It can be used in the classroom setting with small groups but because it is a multi-sensory approach to learning to read it is difficult to implement in a large group. The best reading program is the one you use and modify to meet the needs of your students. I don't believe there is a one size fits all program. All reading programs need modifications to meet students needs. Teachers need to know how to adapt programs so higher readers are challenged and lower readers aren't bored. It is like walking a tightrope at times, a balancing act that lasts a year. Deidra Chandler MA Early Childhood Ed. MA Reading OG-multisensory language intervention tutor - Original Message - From: Ljackson ljack...@gwtc.net To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Wednesday, June 24, 2009 8:52 AM Subject: Re: [MOSAIC] What is the best reading program? I had no idea you could become certified in a program. Lori Jackson District Literacy Coach and Mentor Todd County School District Box 87 Mission SD 5755 - Original message - From: Lisa Singer singe...@gradmail.mville.edu To: mosaic@literacyworkshop.org Date: Tuesday, June 23, 2009 8:23 PM Subject: [MOSAIC] What is the best
[MOSAIC] explicit comprehension strategies, Readicide and the Reading Zone
Colleagues: I've picked up some of your posts related to whether or not to teach comprehension strategies explicitly and, more recently, your discussion about Readicide and Atwell's The Reading Zone. I have not read the former, but have read the latter. I'd like to make a couple observations about explicit strategy instruction here, but because I respect Atwell so much, I read and carefully considered her arguments in The Reading Zone. I took the time, when the book came out, to get my thoughts into writing and should any of you want to read my responses, please feel free to email me separately - I would be happy to send you a document with my comments. On to explicit strategy instruction: First, I fully agree that some teachers, but mostly publishers, have basalized strategy instruction, effectively dumbing it down and robbing from it what the original researchers and theoretical writers (myself, Zimmermann, Hutchins, Harvey and Goudvis, Miller, Tovani, and the list goes on and on. . .) tried to communicate about explicit strategies instruction. However, there really is no choice in terms of whether we teach comprehension strategies explicitly. We have decades and decades of research (Pearson, Dole, Pressley, Duke, Beck and the list goes on and on . . .) to show that children (all children) comprehend more deeply and effectively when they receive comprehension strategy instruction. To ignore such an enormous body of research would be irresponsible, at best. We absolutely do have a choice with respect to how we approach strategy instruction - how long we teach a strategy, whether we integrate all strategies simultaneously, teaching them cumulatively or one at a time (which we addressed in the second edition of Mosaic of Thought). We can choose to basalize the strategy instruction or we can observe students carefully, understand their comprehension needs within the fuller context of what they need as readers and use strategies as tools to help them enhance and deepen comprehension and thus their engagement in and excitement about reading - the zone. Obviously, the original researchers and theoretical writers have tried to promote the latter, sometimes with greater success, in some cases, much less clearly. Secondly, as Suzanne Lee points out in a post today, the reason I wrote To Understand is to directly address some of the problems I've observed and colleagues have expressed here and elsewhere related to over-reliance on comprehension strategy instruction. In it I argue that we must consider, through conversation and instruction with children, where strategies lead when students apply them. Strategies are tools, so the question becomes, what do the tools help us do as readers? A quick response is that strategies, well taught, can almost always help children reflect more deeply, become more engaged, understand more subtle themes and topics and recall and reapply more from what they read. I certainly agree with Heather's post today: if I had to stop every page to make connections, etc., it would probably make me hate reading, but there are two key issues she may not have addressed here: first, she is an adult proficient reader and does not need, but may certainly find that occasional, conscious use of the strategies might deepen her reading experience and secondly, that asking children to stop after every page (or anything like that practice) is simply poor comprehension instruction. It may well lead to students disliking not only the strategies, but reading! None of the writers I listed above has ever suggested that we ask children to do such a thing. This is one of many misinterpretations of the original research and theoretical writing. My attempt in To Understand was to address these questions and push us to think about what the new horizons might be in reading comprehension instruction. Jennifer Palmer, who moderates this list serv, conducted a superb discussion on To Understand last year - it might be helpful to return to the archives to see how some of your colleagues discussed these issues at that time. To Understand is a direct response to some of the concerns you all have raised because I've had them too!! Thirdly, with respect to children using the strategies automatically (subconsciously would be a better term) when they are reading text at their level, I would suggest that if we have children reading a more-or-less steady diet of texts at their level, we are not challenging them to become better readers!! Children need texts at their level for fluency and word identification work (particularly very young children and children who are learning English as their second language), but I contend that they also (desperately) need to be challenged by texts in which, because of the complexity of the concepts, they will greatly benefit from using the strategies. All children need strategy instruction and to be conscious of their strategy use in some texts. I'm
Re: [MOSAIC] Just Finished Readacide and The Reading Zone What do youthink the implications are...
Google Ken Stamatis So Many Books So Little ime. Ken heads up the reading program at Harding University in Searcy, AR. He is a genius when it comes to working with reluctant readers. Every summer he puts out a list of titles that are recommended. Try it. You won't be disappointed. From: paltm81...@aol.com Date: Sat, 27 Jun 2009 09:50:47 -0400 To: mosaic@literacyworkshop.org Subject: Re: [MOSAIC] Just Finished Readacide and The Reading Zone What do youthink the implications are... In a message dated 6/27/09 9:30:07 AM, ldpboothillbollwee...@hotmail.com writes: I have a new teaching assignment this year, working with 7th and 8th grade struggling readers. I also teach struggling readers in grades 6 and 8 and am always looking for new titles to read. Any suggestions on some new titles for this age group? Pat www.pawsofwood.com ** An Excellent Credit Score is 750. See Yours in Just 2 Easy Steps! (http://pr.atwola.com/promoclk/100126575x1222585065x1201462786/aol?redir=http://www.freecreditreport.com/pm/default.aspx?sc=668072amp;hmpgID=62amp; bcd=JuneExcfooterNO62) ___ 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. _ Windows Live™ SkyDrive™: Get 25 GB of free online storage. http://windowslive.com/online/skydrive?ocid=TXT_TAGLM_WL_SD_25GB_062009 ___ 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.
Re: [MOSAIC] Just Finished Readacide and The Reading Zone What do youthink the implications are...
I messed this up!!! Sorry. It's Ken Stamatis so many books so little TIME. Sometimes my fingers cannot keep up with my brain. Either that, or I've had too much espresso... From: ldpboothillbollwee...@hotmail.com To: mosaic@literacyworkshop.org Date: Sat, 27 Jun 2009 14:48:29 -0500 Subject: Re: [MOSAIC] Just Finished Readacide and The Reading Zone What do youthink the implications are... Google Ken Stamatis So Many Books So Little ime. Ken heads up the reading program at Harding University in Searcy, AR. He is a genius when it comes to working with reluctant readers. Every summer he puts out a list of titles that are recommended. Try it. You won't be disappointed. From: paltm81...@aol.com Date: Sat, 27 Jun 2009 09:50:47 -0400 To: mosaic@literacyworkshop.org Subject: Re: [MOSAIC] Just Finished Readacide and The Reading Zone What do youthink the implications are... In a message dated 6/27/09 9:30:07 AM, ldpboothillbollwee...@hotmail.com writes: I have a new teaching assignment this year, working with 7th and 8th grade struggling readers. I also teach struggling readers in grades 6 and 8 and am always looking for new titles to read. Any suggestions on some new titles for this age group? Pat www.pawsofwood.com ** An Excellent Credit Score is 750. See Yours in Just 2 Easy Steps! (http://pr.atwola.com/promoclk/100126575x1222585065x1201462786/aol?redir=http://www.freecreditreport.com/pm/default.aspx?sc=668072amp;hmpgID=62amp; bcd=JuneExcfooterNO62) ___ 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. _ Windows Live™ SkyDrive™: Get 25 GB of free online storage. http://windowslive.com/online/skydrive?ocid=TXT_TAGLM_WL_SD_25GB_062009 ___ 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. _ Windows Live™: Keep your life in sync. http://windowslive.com/explore?ocid=TXT_TAGLM_WL_BR_life_in_synch_062009 ___ 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.
Re: [MOSAIC] explicit comprehension strategies, Readicide and the Reading Zone
Ellin, I very much appreciate your well-thought-out response to this conversation. I look forward to reading To Understand. From your description is sounds like a guide to very appropriately teaching comprehension strategies. I think you make a very good point, that if students are always reading at their level, they are not being challenged or taught. This goes hand-in-hand with Gallagher's 50/50 approach, where 50% of the time students get to read what they want and the other 50% they are reading novels together, making sense of them together as a learning experience. (I think you would really enjoy the book!) I never knew I could feel such a knot in my stomach over something related to my career, although as we all know, it's so much more than just a career. As I read and contemplate I am starting to feel more okay as I form a belief system that sits right with me. Again, I appreciate your response very much. Heather On Sat, Jun 27, 2009 at 2:18 PM, Ellin Keene ellinke...@earthlink.netwrote: Colleagues: I've picked up some of your posts related to whether or not to teach comprehension strategies explicitly and, more recently, your discussion about Readicide and Atwell's The Reading Zone. I have not read the former, but have read the latter. I'd like to make a couple observations about explicit strategy instruction here, but because I respect Atwell so much, I read and carefully considered her arguments in The Reading Zone. I took the time, when the book came out, to get my thoughts into writing and should any of you want to read my responses, please feel free to email me separately - I would be happy to send you a document with my comments. On to explicit strategy instruction: First, I fully agree that some teachers, but mostly publishers, have basalized strategy instruction, effectively dumbing it down and robbing from it what the original researchers and theoretical writers (myself, Zimmermann, Hutchins, Harvey and Goudvis, Miller, Tovani, and the list goes on and on. . .) tried to communicate about explicit strategies instruction. However, there really is no choice in terms of whether we teach comprehension strategies explicitly. We have decades and decades of research (Pearson, Dole, Pressley, Duke, Beck and the list goes on and on . . .) to show that children (all children) comprehend more deeply and effectively when they receive comprehension strategy instruction. To ignore such an enormous body of research would be irresponsible, at best. We absolutely do have a choice with respect to how we approach strategy instruction - how long we teach a strategy, whether we integrate all strategies simultaneously, teaching them cumulatively or one at a time (which we addressed in the second edition of Mosaic of Thought). We can choose to basalize the strategy instruction or we can observe students carefully, understand their comprehension needs within the fuller context of what they need as readers and use strategies as tools to help them enhance and deepen comprehension and thus their engagement in and excitement about reading - the zone. Obviously, the original researchers and theoretical writers have tried to promote the latter, sometimes with greater success, in some cases, much less clearly. Secondly, as Suzanne Lee points out in a post today, the reason I wrote To Understand is to directly address some of the problems I've observed and colleagues have expressed here and elsewhere related to over-reliance on comprehension strategy instruction. In it I argue that we must consider, through conversation and instruction with children, where strategies lead when students apply them. Strategies are tools, so the question becomes, what do the tools help us do as readers? A quick response is that strategies, well taught, can almost always help children reflect more deeply, become more engaged, understand more subtle themes and topics and recall and reapply more from what they read. I certainly agree with Heather's post today: if I had to stop every page to make connections, etc., it would probably make me hate reading, but there are two key issues she may not have addressed here: first, she is an adult proficient reader and does not need, but may certainly find that occasional, conscious use of the strategies might deepen her reading experience and secondly, that asking children to stop after every page (or anything like that practice) is simply poor comprehension instruction. It may well lead to students disliking not only the strategies, but reading! None of the writers I listed above has ever suggested that we ask children to do such a thing. This is one of many misinterpretations of the original research and theoretical writing. My attempt in To Understand was to address these questions and push us to think about what the new horizons might be in reading comprehension instruction. Jennifer Palmer, who
Re: [MOSAIC] explicit comprehension strategies, Readicide and the Reading Zone
Ellin, Although I am using a lurker on this list...your thoughts and comments were amazing to me. My frustration is in that I am required to teach from a basal, within a pre-defined framework of 30 minutes of whole group instruction and 60 minutes of center time-while I am teaching small groups. I am moving from third to fourth grade and find myself more and more frustrated with teaching literacy. I believe that my lower level students are not being served in a way that meets their needs, and my higher level students are not either. I am not sure how to engage the ones that truly struggle to read, and therefore hate to read. I am also not sure what to do with the students that read above grade level, yet are required to read the basal on their grade level. Can anyone on this list provide any ideas on how to improve my instruction so that everyone's needs are being met? I too have struggled with the idea of breaking down my own reading, so that I understand what the struggling reader must be thinking when they read. Rosie -Original Message- From: Ellin Keene ellinke...@earthlink.net To: mosaic@literacyworkshop.org Sent: Sat, Jun 27, 2009 2:18 pm Subject: [MOSAIC] explicit comprehension strategies, Readicide and the Reading Zone Colleagues: I've picked up some of your posts related to whether or not to teach comprehension strategies explicitly and, more recently, your discussion about Readicide and Atwell's The Reading Zone. I have not read the former, but have read the latter. I'd like to make a couple observations about explicit strategy instruction here, but because I respect Atwell so much, I read and carefully considered her arguments in The Reading Zone. I took the time, when the book came out, to get my thoughts into writing and should any of you want to read my responses, please feel free to email me separately - I would be happy to send you a document with my comments. On to explicit strategy instruction: First, I fully agree that some teachers, but mostly publishers, have basalized strategy instruction, effectively dumbing it down and robbing from it what the original researchers and theoretical writers (myself, Zimmermann, Hutchins, Harvey and Goudvis, Miller, Tovani, and the list goes on and on. . .) tried to communicate about explicit strategies instruction. However, there really is no choice in terms of whether we teach comprehension strategies explicitly. We have decades and decades of research (Pearson, Dole, Pressley, Duke, Beck and the list goes on and on . . .) to show that children (all children) comprehend more deeply and effectively when they receive comprehension strategy instruction. To ignore such an enormous body of research would be irresponsible, at best. We absolutely do have a choice with respect to how we approach strategy instruction - how long we teach a strategy, whether we integrate all strategies simultaneously, teaching them cumulatively or one at a time (which we addressed in the second edition of Mosaic of Thought). We can choose to basalize the strategy instruction or we can observe students carefully, understand their comprehension needs within the fuller context of what they need as readers and use strategies as tools to help them enhance and deepen comprehension and thus their engagement in and excitement about reading - the zone. Obviously, the original researchers and theoretical writers have tried to promote the latter, sometimes with greater success, in some cases, much less clearly. Secondly, as Suzanne Lee points out in a post today, the reason I wrote To Understand is to directly address some of the problems I've observed and colleagues have expressed here and elsewhere related to over-reliance on comprehension strategy instruction. In it I argue that we must consider, through conversation and instruction with children, where strategies lead when students apply them. Strategies are tools, so the question becomes, what do the tools help us do as readers? A quick response is that strategies, well taught, can almost always help children reflect more deeply, become more engaged, understand more subtle themes and topics and recall and reapply more from what they read. I certainly agree with Heather's post today: if I had to stop every page to make connections, etc., it would probably make me hate reading, but there are two key issues she may not have addressed here: first, she is an adult proficient reader and does not need, but may certainly find that occasional, conscious use of the strategies might deepen her reading experience and secondly, that asking children to stop after every page (or anything like that practice) is simply poor comprehension instruction. It may well lead to students disliking not only the strategies, but reading! None of the writers I listed above has ever suggested that we ask children to do such a thing. This is one of many
Re: [MOSAIC] explicit comprehension strategies, Readicide and the Reading Zone
You wouldn't even want to know how I'd fix this!!! I'd get booted out by our moderators! Sent from my BlackBerry Smartphone provided by Alltel -Original Message- From: rr1...@aol.com Date: Sat, 27 Jun 2009 18:22:45 To: ellinke...@earthlink.net; mosaic@literacyworkshop.org Subject: Re: [MOSAIC] explicit comprehension strategies, Readicide and the Reading Zone Ellin, Although I am using a lurker on this list...your thoughts and comments were amazing to me. My frustration is in that I am required to teach from a basal, within a pre-defined framework of 30 minutes of whole group instruction and 60 minutes of center time-while I am teaching small groups. I am moving from third to fourth grade and find myself more and more frustrated with teaching literacy. I believe that my lower level students are not being served in a way that meets their needs, and my higher level students are not either. I am not sure how to engage the ones that truly struggle to read, and therefore hate to read. I am also not sure what to do with the students that read above grade level, yet are required to read the basal on their grade level. Can anyone on this list provide any ideas on how to improve my instruction so that everyone's needs are being met? I too have struggled with the idea of breaking down my own reading, so that I understand what the struggling reader must be thinking when they read. Rosie -Original Message- From: Ellin Keene ellinke...@earthlink.net To: mosaic@literacyworkshop.org Sent: Sat, Jun 27, 2009 2:18 pm Subject: [MOSAIC] explicit comprehension strategies, Readicide and the Reading Zone Colleagues: I've picked up some of your posts related to whether or not to teach comprehension strategies explicitly and, more recently, your discussion about Readicide and Atwell's The Reading Zone. I have not read the former, but have read the latter. I'd like to make a couple observations about explicit strategy instruction here, but because I respect Atwell so much, I read and carefully considered her arguments in The Reading Zone. I took the time, when the book came out, to get my thoughts into writing and should any of you want to read my responses, please feel free to email me separately - I would be happy to send you a document with my comments. On to explicit strategy instruction: First, I fully agree that some teachers, but mostly publishers, have basalized strategy instruction, effectively dumbing it down and robbing from it what the original researchers and theoretical writers (myself, Zimmermann, Hutchins, Harvey and Goudvis, Miller, Tovani, and the list goes on and on. . .) tried to communicate about explicit strategies instruction. However, there really is no choice in terms of whether we teach comprehension strategies explicitly. We have decades and decades of research (Pearson, Dole, Pressley, Duke, Beck and the list goes on and on . . .) to show that children (all children) comprehend more deeply and effectively when they receive comprehension strategy instruction. To ignore such an enormous body of research would be irresponsible, at best. We absolutely do have a choice with respect to how we approach strategy instruction - how long we teach a strategy, whether we integrate all strategies simultaneously, teaching them cumulatively or one at a time (which we addressed in the second edition of Mosaic of Thought). We can choose to basalize the strategy instruction or we can observe students carefully, understand their comprehension needs within the fuller context of what they need as readers and use strategies as tools to help them enhance and deepen comprehension and thus their engagement in and excitement about reading - the zone. Obviously, the original researchers and theoretical writers have tried to promote the latter, sometimes with greater success, in some cases, much less clearly. Secondly, as Suzanne Lee points out in a post today, the reason I wrote To Understand is to directly address some of the problems I've observed and colleagues have expressed here and elsewhere related to over-reliance on comprehension strategy instruction. In it I argue that we must consider, through conversation and instruction with children, where strategies lead when students apply them. Strategies are tools, so the question becomes, what do the tools help us do as readers? A quick response is that strategies, well taught, can almost always help children reflect more deeply, become more engaged, understand more subtle themes and topics and recall and reapply more from what they read. I certainly agree with Heather's post today: if I had to stop every page to make connections, etc., it would probably make me hate reading, but there are two key issues she may not have addressed here: first, she is an adult proficient reader and does not need, but may certainly find that occasional, conscious use of the strategies might deepen
