Judy, In reading your post I agree with you that your new teachers probably need to build a foundation of teaching reading before delving into the "really tough stuff". I think of my time training as a Reading Recovery teacher, when giving feedback after a running record I wanted to "fix" everything at once and my teacher leader stressing that it was important to pick 1 or 2 teaching points that would move the reader forward. I think that's true with new teachers they need to concentrate on 1 or 2 areas in literacy to get before moving on. But I would still model to my RR students other reading behaviors that they would eventually use. I see our role as experienced teachers as being modelers and sharers of successful lessons thattaught more deeply the comprehension strategies.
We have 2 brand new teachers (of 4) at my grade level. I've put in a lot of > time helping them and I believe they're just not ready for deep thinking as > they don't know anything about teaching reading. Perhaps Ellin will say > that ALL teachers can start off with comprehension strategies on day #1, but > it seems to me these darling new teachers need some foundation in the more > tangible aspects (like decoding, fluency, and surface/literal > comprehension). It seems to me that they just don't have enough > understanding of the reading process to be ready for the really tough stuff. > I hope you'll say I'm wrong and that they can do it all, but I wonder.... > > Judy > > > > > _______________________________________________ Understand mailing list Understand@literacyworkshop.org http://literacyworkshop.org/mailman/listinfo/understand_literacyworkshop.org
