Re: [LM_NET] Are we reading teachers?

[Judi Moreillon <storypower@THERIVER.COM>]

Dear Colleagues,
 
The answer to this question - in my opinion - is a resounding: YES!
 
One problem that Reading First has created is narrowing the perception of
the definition of "reading" as "decoding." Teaching decoding skills are the
responsibility of classroom teachers and reading specialists.
 
However, the ability to recognize and pronounce words is only the tip of the
reading iceberg. Reading for meaning involves applying reading comprehension
strategies. (Isn't that what it really means to read?)
 
We can help ourselves connect to classroom curriculum in reading in all
content areas by making direct connections among reading comprehension
strategies, information literacy skills, and the love of reading that many
of us hold near and dear to our hearts.
 
Below is a table that I've been working on and will revise when the new AASL
learning standards are available in the fall.
 
Please consider this: If we learn to make these connections, can we help our
classroom and reading specialist colleagues and principals make them as
well? Isn't that one thing we do when we collaborate for instruction and
coteach? 
 
Learning each other's language is critical for communication and for
students' success.
 
Draft:
Reading Comprehension Strategies
and Information Literacy/Love of Reading Connections
 

Reading Comprehension Strategies
(Seven Keys to Comprehension by Susan Zimmermann and Chryse Hutchins)
 
Information Literacy Skills and Strategies
(Draft of AASL's 21st-century Library Learning Standards, 2007)
Love of Reaching
(Draft of AASL's 21st-century Library Learning Standards, 2007)

Activating and Building Background Knowledge
Gaining background knowledge and context
Defining the task or the question
Identifying, locating, and assessing the information need 
Identifying the purpose for seeking information
Contextualizing learning
Making
*              Text-to-self
*              Text-to-text
*              Text-to-world connections

Using Sensory Images
 
Using visualization and imagination to strengthen comprehension and
enjoyment (Judi's inference)

Questioning
Developing and refining questions
 

Making Predictions and Inferences
Synthesizing and drawing conclusions based on evidence
 

Determining Main Ideas
Navigating through the text to locate relevant information
Clarifying main and supporting ideas
Recording and organizing information to answer their questions (notemaking
and summarizing)
 

Using Fix-up Strategies
Monitoring information gathered and assess for gaps and weaknesses
 

Synthesizing
Synthesizing information from multiple sources
Synthesizing and drawing conclusions based on evidence
 

ALL Reading Comprehension Strategies
Gathering meaning from information presented in any format
Using strategies and thinking processes
Read for pleasure
Read widely to make connections
Respond to literature and creative expressions of ideas
Show appreciation for literature and expressing an interest in a variety of
genres
 
These connections are made and addressed in the text and with sample lesson
plans in Collaborative Strategies for Teaching Reading Comprehension:
Maximizing Your Impact by Judi Moreillon (ALA Editions, 2007).
 
 
Judi Moreillon, M.L.S., Ph.D.
Literacies and Libraries Consultant
Author:  <http://tinyurl.com/yzvy5g> Collaborative Strategies for Teaching
Reading Comprehension: Maximizing Your Impact
 <http://storytrail.com/> http://storytrail.com
 
 

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