http://blogs.slj.com/nonfictionmatters/2010/02/26/reading-to-know-and-knowing-how-to-read/ A School Library Journal Blog Sun, 05 Aug 2012 22:26:42 +0000 hourly 1 http://wordpress.org/?v=3.4.1 http://blogs.slj.com/nonfictionmatters/2010/02/26/reading-to-know-and-knowing-how-to-read/comment-page-1/#comment-48 marc Sun, 07 Mar 2010 15:56:23 +0000 http://blogs.slj.com/nonfictionmatters/2010/02/26/reading-to-know-and-knowing-how-to-read/#comment-48 just email me == via my website -- and we'll work out the details just email me == via my website — and we’ll work out the details

]]> http://blogs.slj.com/nonfictionmatters/2010/02/26/reading-to-know-and-knowing-how-to-read/comment-page-1/#comment-49 mcappiel@lesley.edu Sun, 07 Mar 2010 08:16:11 +0000 http://blogs.slj.com/nonfictionmatters/2010/02/26/reading-to-know-and-knowing-how-to-read/#comment-49 Marc, I would very much love to do so. What's the next step? Marc, I would very much love to do so. What’s the next step?

]]> http://blogs.slj.com/nonfictionmatters/2010/02/26/reading-to-know-and-knowing-how-to-read/comment-page-1/#comment-50 Marc Wed, 03 Mar 2010 06:33:30 +0000 http://blogs.slj.com/nonfictionmatters/2010/02/26/reading-to-know-and-knowing-how-to-read/#comment-50 please say more -- come give us a guest blog, this is very, very interesting, tell us more about your course. please say more — come give us a guest blog, this is very, very interesting, tell us more about your course.

]]> http://blogs.slj.com/nonfictionmatters/2010/02/26/reading-to-know-and-knowing-how-to-read/comment-page-1/#comment-51 mcappiel@lesley.edu Wed, 03 Mar 2010 05:24:11 +0000 http://blogs.slj.com/nonfictionmatters/2010/02/26/reading-to-know-and-knowing-how-to-read/#comment-51 It is my belief, Marc, that all teachers, at the elementary and secondary levels, across the disciplines, need to be aware of the ways that a variety of genres can work in their classroom. We've clung to the monolithic textbook for so long, that I think it's difficult for teachers of most content areas to understand the effectiveness of literature-based instruction. It is as wrong for English teachers to say that nonfiction is not their responsibility as it is for science or history teachers. One of the courses that I am responsible for is called Content Area Literacy; it used to be a course directed at upper elementary grade teachers and up (4-12) who were "reading to learn." But in my course revisions this past year, I've made it a PreK-12 course, because it rested on antiquated notions of what it means to read to learn and the ways in which reading for information is something children do as soon as they can communicate to their parents which book they want to hear read aloud, and most certainly as they are learning to read. For many, it is why they want to learn to read. And with the absence of rich social studies and science experiences in the primary grade, due to misguided interpretations of what is necessary to meet testing demands, I think we're losing more readers than ever, because they don't get to explore the content that interests them that will motivate them to become independent readers. There is so very much more to say on this subject. It is my belief, Marc, that all teachers, at the elementary and secondary levels, across the disciplines, need to be aware of the ways that a variety of genres can work in their classroom. We’ve clung to the monolithic textbook for so long, that I think it’s difficult for teachers of most content areas to understand the effectiveness of literature-based instruction. It is as wrong for English teachers to say that nonfiction is not their responsibility as it is for science or history teachers. One of the courses that I am responsible for is called Content Area Literacy; it used to be a course directed at upper elementary grade teachers and up (4-12) who were “reading to learn.” But in my course revisions this past year, I’ve made it a PreK-12 course, because it rested on antiquated notions of what it means to read to learn and the ways in which reading for information is something children do as soon as they can communicate to their parents which book they want to hear read aloud, and most certainly as they are learning to read. For many, it is why they want to learn to read. And with the absence of rich social studies and science experiences in the primary grade, due to misguided interpretations of what is necessary to meet testing demands, I think we’re losing more readers than ever, because they don’t get to explore the content that interests them that will motivate them to become independent readers. There is so very much more to say on this subject.

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