[MOSAIC] off topic math conversation

[lindafarns at comcast.net]

Elisa - I would love to get the title of the book you mention.  I am going back into the classroom after seven years as a reading specialist, and the one thing that I know will cause heart palpitations is teaching math differently than I do with reading and writing - i.e. the workshop model.  Perhaps this book will but me at ease.

Thanks.

Linda

-------------- Original message -------------- 
From: "Waingort Jimenez, Elisa" <elwaingortji at cbe.ab.ca> 

> And actually, for a next book study we might consider the book that correlates 
> the strategies with math. I have the book but I can't remember the title. I 
> think Ellin Keene wrote the foreword. 
> Elisa 
> 
> Elisa Waingort 
> Grade 2 Spanish Bilingual 
> Dalhousie Elementary 
> Calgary, Canada 
> 
> 
> 
> Sorry Jennifer, 
> 
> I always forget that the Mosiac list tries to keep true to reading 
> comprehension. When a topic is raised where I have thoughts or passion, I tend 
> to jump in. That said, I will now make the connection between all this math talk 
> and reading comprehension. 
> 
> Do teachers require materials that dictate day to day instruction in order to 
> teach reading comprehension (in any subject) and teach it well? Is 
> comprehension something in which we are so versed we do "not need" the support 
> of a specific text? Is comprehension so fundamentally different from other 
> subjects (like math or science) that we should be left to fish around and do it 
> our own way without articulation through the grades? I ask this honestly, 
> because I do not know or even have an idea of the answer. The difference, to 
> me, it seems, is that reading comprehension does not develop in any sort of 
> linear fashion. That we are all teaching "all of comprehension" at all grade 
> levels. Am I correct in this thinking? 
> 
> I am playing devil's advocate here. I know, Jennifer, that you are involved in 
> lesson study on comprehension, a very in-depth process of professional 
> development that is teacher-driven (not district "assigned"). Would such 
> teacher development be enough to assure quality comprehension instruction at all 
> grade levels? Could it inform us where, developmentally, certain comprehension 
> should and should not be taught? 
> 
> :)Bonita--trying to get back on track ;) 
> 
> 
> 
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