Re: Atwell's _The Reading Zone_

["Minnick, Maureen L" <MMINNICK@fairfield.k12.ct.us>]

I have just finished reading the READING ZONE and love it.  It really prioritizes giving kids the tools they need to become READERS.  I always feel guilty when kids are reading in school ... like they should be doing something, but this book really shifted that perspective.  I really like it.  I'm curious, as others read it, what you think about her criticism of stopping during reading as it breaks up kids' flow.  This is a section of the book that was debated in our district, as some teachers feel that think-alouds do this and they are good instruction.  Once you've read it, I'd love to know what you think. 
 
Thanks, 
Maureen

________________________________

From: middle-lit-owner@interversity.org on behalf of Diane Dye
Sent: Thu 7/5/2007 11:31 AM
To: middle-lit@interversity.org
Subject: Re: [middle-lit] Atwell's _The Reading Zone_



I have the book lined up for one of my summer readings.  It's not very
lengthy.  I have used the reading writing workshop model for the past 14
years, I know that it is difficult to implement when you have a short amount
of time and a large amount of students, but it can be done.  I do know that
for certain no other model moves students forward in their literacies that
this one.  I think for grammar and vocabulary instruction, what she is
talking about are the 6 week long units that we used to do.  Grammar
instruction is integrated into the writer's workshop where the model begins
with a mini lesson, then writing time, peer conferencing, revising time,
and student-teacher writing conferences.  But before I go any further I
really need to read the book.


----- Original Message -----
From: "Marji Morris" <mlmorris05@peoplepc.com>
To: <middle-lit@interversity.org>
Sent: Thursday, July 05, 2007 8:10 AM
Subject: Re: [middle-lit] Atwell's _The Reading Zone_


>i think you need some whole class reading--if nothing else to establish a
>common vocabulary. in Atwell's first edition of In the Middle, she said the
>same thing--then revised it in the second edition. i really like her
>approach in general--have used it for years, but any plan needs to be
>tailored to your students' needs, your teaching style, etc.
> (i haven't read this book yet, so i'm responding from intuition.)
> marji
>
> -----Original Message-----
>>From: SommerWind410@aol.com
>>Sent: Jul 5, 2007 6:29 AM
>>To: middle-lit@interversity.org
>>Subject: [middle-lit] Atwell's _The Reading Zone_
>>
>>Has anyone else read this?  If so, what are your thoughts?
>>
>>Our LA department is in the process of revamping our curriculum, so in my
>>mind, there's a whole lot of chaos right now.  And I am still struggling
>>to
>>grasp -- as I have been for years -- how a reader's and writer's workshop
>>could
>>and would realistically work in a week of five 53-minute periods.  I've
>>attended Atwell's seminar on _Lessons That Change Writers_ and Calkins's
>>presentation on writer's workshop, and still, things do not totally gel
>>for  me.  I
>>especially have a hard time with fitting in regular in-class  independent
>>reading
>>time and sticking to a predictable schedule.
>>
>>In this title, Atwell emphasizes that kids do need that  "predictable,
>>bedrock schedule" and advocates three days of writing  workshop per week,
>>two days
>>of reading workshop, and thirty minutes of reading  for pleasure every
>>night of
>>the week.  She'd also squeeze in spelling study  and poetry wherever she
>>could but would "give up vocabulary study and grammar  study...book
>>reports,
>>public speaking, oral reports, projects, dialectical or  double-entry
>>journals..."
>>All of this she deems worthless.  She  writes, "if a grade is being
>>assigned," (IF?) it is based on three  items:  how well a student met his
>>personal
>>reading goals which  were set at the end of the previous marking period,
>>"adherence to the rules and  expectations of reading workshop," and "the
>>quality of
>>thinking that shows up in  the letter-essays."  (Every three weeks,
>>students
>>write a letter-essay of  at least two pages to either the teacher or to a
>>student
>>of their choice about a  book they have *finished* reading.)
>>
>>It sounds as though she isn't doing much, if any, whole class or shared
>>reading.
>>
>>I just finished the book this morning and am still trying to sift through
>>it
>>and collect my thoughts on it.  Just wondering if anyone else had read  it
>>or
>>has any thoughts about these ideas.  Thanks in advance for any  responses.
>>
>>Cathy :-)
>>
>>
>>
>>
>>
>>
>>
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