[MOSAIC] just right books?

[Kitty Ainsworth]

ditto!!!  Kitty :-)

Renee wrote:
> I'm sure I will get some flack for this, but in my opinion once a 
> student is reasonably adept at figuring out text, worrying about 
> *levels* is silly, unless the student consistently chooses books to 
> read that are way too easy or way too hard.
>
> I think it's real easy to get nit-picky about these things. I remember 
> about ten years ago or so, the Reading Recovery teacher at our school 
> saying that with a third grader past a certain level (RR, maybe level 
> 17 or so) it was not necessary to do running records anymore, and yet 
> these days it seems like people are doing running records on sixth 
> graders at level bazillion. Why are we making more work for ourselves? 
> For what reason?
>
> Renee
>
> On Apr 23, 2008, at 9:17 PM, HERBERT Suzanne wrote:
>
>   
>> It would be great if there was some feedback on this.  We are 
>> levelling 40 percent of the books that we should be using in the 
>> classroom for reading.  I would assume that literature circles and 
>> silent reading, the children will take their own choices.  I teach 
>> fourth graders, and out of my 18 kids, 15 are independent on DRA Level 
>> 50.  So, I'm thinking, how essential is it to stick to 'levelled 
>> books' if this is the case and why wouldn't you just encourage wider 
>> reading and child choice?  I haven't in the past been into 'exact' 
>> levels for guided reading, somewhere in the 'range' and then lots of 
>> other reading instruction.  We're an international school, and a bit 
>> isolated in terms of these types of conversations.  At the moment we 
>> are just following directions blindly but now all these types of 
>> questions are starting to be asked.  Any ideas/advice/thoughts greatly 
>> appreciated and I so appreciate the chance to speak with you all.  
>> Suzanne
>>     
>
>
> "We are here to infiltrate space with ideas."
> ~ Ramtha
>
>
>
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