A Word About Authentic Texts Used As Mentor Texts

Authentic Texts Are Best!

It occurred to me today that I assume those        reading my ramblings on Reading Rumpus simply know how to use authentic literature as mentor texts. That was an assumption I made whilst teaching preservice teachers last year - and it was a poor one. Therefore, I thought I should spend a moment talking about selecting authentic literature for instructional use and how most of my full book reviews (not the mini-reviews) include some sort of authentic text teaching ideas, even if I haven't explained HOW to use them as such.

The Affective Jacob's Ladder Reading Comprehension Program

I was given a copy of Affective Jacob's Ladder Reading Comprehension Program Grades 4-5 through the LibraryThing Early Reviewers. This was my first exposure to this particular reading curriculum which was developed by the Center for Gifted Education at the College of William and Mary. There are many grade ranges in the series, but this book appears to be the first that aims to broaden a student’s affective/social-emotional intelligence whilst also increasing reading comprehension (as appears the sole target of other books in the series). As full disclosure warrants, I must mention that my scholarly experiences do not lean toward the gifted/talented student; I have MUCH more experiences with struggling comprehenders. However, I must argue that many of the strategies employed by teachers of such labelled students are good strategies for ALL students, and I found that to be the case with this curriculum.

 This is a very mixed review. I liked the curriculum, found it to be a useful tool, but there always seemed to be a qualifier as I was writing what I liked about it.

International Reading Association posts second draft of 2010 Reading Standards

The International Reading Association has posted the second draft of the revised Standards for Reading Professionals. I was lucky enough to graduate from a university with strict adherence to these reading professional standards. In fact, I'm there now working on my PhD!

Developed by the National Council for Accreditation of Teacher Education and the International Reading Association, the Standards for Reading Professionals "set(s) forth the criteria for developing and evaluating preparation programs for reading professionals. The Standards describe what candidates for the reading profession should know and be able to do in professional settings."

Current reading teachers, students, prospective students and just about anyone with an interest in what reading professionals have to know might spend a few moments perusing the 92 page document. After reading the second draft, there's a survey that will help shape the finalized standards.

Here's the IRA link

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