Day 3: Readicide Conversation

You know something:  Y'all are my favorite people on the planet!  Every time that I drop by our conversation with Kelly Gallagher (see here), I have my thinking challenged in a meaningful way.  In fact, I'd argue that our conversation has been my favorite professional learning opportunity in months. 

Very cool.

Here's some highlights from yesterday's conversation:

On the first slide, Terry Smith—a new participant to the conversation—talks about a benchmark reading program that his district requires of teachers and students.  Apparently, teachers sit with each child in their classrooms for 20-30 minutes reading short passages and assessing student ability.  "All this teaches my students," argues Terry, "is that short passages are all that we value."

On the third slide, BP Librarian challenges Kelly:  "The hole that I see in Readicide," she says, "Is that you don't mention the role that school librarians can play in promoting reading."  BP's thoughts are echoed later in the conversation where participants ask Kelly to explain what the ideal partnership between classroom teachers and school librarians should look like. 

On the fourth slide, the Brain challenges Susan Jones—-who teaches a college readiness reading class to struggling freshmen:  "I wonder if college expectations are changing the way that high school teachers are teaching reading—-and if so, how?"

And on the last slide, Alice Mercer wonders whether or not there can really be one approach to selecting text for students, noting that Kelly advocates for the return of novel studies to classrooms while many classroom teachers have been pressured into using shorter selections of text in the classroom. 

If you haven't stopped by our conversation yet, you should!  Here's the link.  I guarantee that you'll learn something.

If you have stopped by already, here's your day three challenge:  Rather than posting something new to the conversation today, go in and find a comment made by another participant to respond to.  It could be something that made you think.  It could be something you completely disagree with.  It could be something that you want to know more about.

Make today a day of interaction by interacting with an existing participant. 

After all, that's what good collaborative dialogue looks like in action, right?

One comment

  1. Catina Chapman

    I, too am learning so much from this conversation. In fact, I had to go back and listen to what I’d said–other people took away things from my comment that I meant in passing. Great that you and Kelly are checking in, and that others are revisiting.
    Thank you so much for this opportunity!