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Curriculum & instruction

Who Has Authority Over Meaning? Part II

In my last entry, I explored some ideas concerning what role authors play in our interpretation of text. As with many controversies in the garden of literary criticism, nothing is settled, but an exquisite tension has been created. It is this tension that mature readers need to learn to negotiate — and that we have to prepare them for.

Who Has Authority Over Meaning: Authors or Readers?

I’m often asked if the questions I publish here are “real.” That is, do teachers, really ask me these things? The questions definitely are real. Though they come to me in a variety of ways.

Not long ago a colleague contacted me for my advice on a question she’d been asked. She was surprised to see that one show up on my blog. Other times, I might be giving a talk and a question comes from the audience. I remember it later and answer it again for you.

This week’s “question” is less a query than a confluence of two recent experiences.

I get what you want us not to do, but what should we do? Getting higher test scores.

Teacher question:
 
I truly want to help teachers strengthen their literacy instruction and students develop and strengthen their reading comprehension. I just viewed your online presentation on “How and How Not to Get Higher Test Scores” and I am intrigued. With only a few short months away from the testing frenzy as you can imagine administrators and teachers are in a panic.
 

Further Arguments About Too Much Testing

I hear you.

Last week I posted a blog challenging the amount of testing and test preparation in American reading classes. I got smacked, metaphorically, by friend and foe alike. Some posted their concerns, many more sent them to me directly.

Welcome 2017: Let’s Teach, Not Test

I believe in being upfront with my readers, so let me start with a confession: I don’t hate testing.

I know it is a horrible thing for a so-called “educator” to admit. It’s sort of a social disease.

An Argument about Independent Reading Time During the School Day

Last week I answered a teacher’s question about free reading time during the school day and its relationship to reading motivation (e.g., making kids like reading).

Doug Lemov Interviews Tim Shanahan

Usually these blog entries are replies to educators questions. Recently Doug Lemov interviewed me about reading instruction and posted it on his blog. We got into issues like reading strategy instruction, vocabulary assessment, close reading, and guided reading. Many of you know Doug's books, Teach Like a Champion and Reading Revisited. I was honored to talk to him and this will serve as a good introduction to Doug and his site as well as to useful info about these hot literacy topics.

Why How Many Minutes of Teaching Something Isn't the First Thing to Ask of Research

Question:

I am now director of literacy in my district. I am advocating for interactive read alouds, shared reading, guided reading, and similar activities in our primary grades (K-3). Is there a research base that would allow me to determine how many minutes of these activities I should prescribe? Could you provide me with a copy of that research?

Shanahan's response:

Yikes, Madam, I suspect that your cart has gotten before your horse.

Eight Ways to Help Kids to Read Complex Text

Teacher Question:

My district is currently "grappling" with the idea of asking students to read complex text if they are significantly below the grade level. As an example, within one fourth grade class, a teacher identified that more than half her class is 1-2 grade levels below the expectation for reading (using multiple measures). Her response is to change the level of the text, and try to move the students forward. The common theme in our schools is that growth is what matters, not proficiency.

Should We Stop Using Guided Reading Because of Common Core?

Teacher question:

I am now a literacy specialist in a middle school and am hoping you can give me your opinion on the process of the guided reading method of reading instruction. I completely agree with you that the F&P levels are ludicrously low and it would be difficult to transition students to the end goal of CCSS using these levels.

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"Today a reader, tomorrow a leader." — Margaret Fuller