I’m wondering what the unintended consequences might be of  mandating the removal of any one of these parts from the whole?

But I’m also wondering what the unintended consequences have been of putting a reading block that looks like this in place without using assessment to inform how each event is serving learners best and adjusting how they operate in response to what is learned.

Lately, I’m often asked whether or not teachers “should” devote more or less time to any one of the pieces above, and I have to be honest: I’m not sure it makes sense for teachers to uniformly adopt any one-size-fits-all structure here.

For instance, in my world, when readers present as unmotivated and disengaged, we might consider the influences of choice, access, and time. When fluency seems to be an issue, we examine guided reading practices. And read aloud serves as a powerful intervention as well. 

If kids have varied needs and teachers and programs have varied strengths, I have to think that this is about establishing alignment and balance. I’m finding that assessment helps with this.






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