Liketoread.com Website Review

I hope you are interested in setting up or sustaining a proficient-reader clas*room. I had you in mind when I built this site. If you are here because you enjoyed my professional-development sessions, thank you! This site is designed to support you, as well. In the late 1990s, I learned how to help students who could read words but could not comprehend. After reading Mosaic of Thought, 2nd-5th grades first to see if what I read would work. Then, I took the ideas to K-1, middle school and high school with astounding results – as you will read on these pages. Of course, test scores went up. More importantly, older students began reading again. In 2010, after initial successes teaching proficient reader lessons, along came a new curriculum. Disagreements emerged: strategies should or should not be taught in isolation, and don’t teach connections any more, for example. But, the proficient reader strategies are still In addition, we’ve learned more about teaching each strategy in the 20 years since Mosaic of Thought first was published. (For example: Avoid teaching text-to-text, text-to-world, or text-to-self connections; naming is irrelevant.) In fact, Keene & Zimmerman have revised Mosaic of Thought. We know there is no one-way to teach these strategies. I offer a starting point with hopes that you will branch Students benefit when teachers demonstrate how they solve reading challenges. The students try the modeled way and then discuss how the teacher’s advice worked. They talk about their struggles, how they worked through them, and add new strategies to the list of pattern. Who better to model how to read a science docu*ent, solve a math problem, or read music than the teacher of that content? If teachers adopt the same language across the school, students see how learning is related – regardless of the content. If you have students whose only fix-up strategy is sound it out, or students who don’t care about discussing de*per meanings of texts,