Voices from the Middle - Volume 15, Issue 4, 2008

The increased focus on reading strategies has had a number of unintended consequences, including the creation of strategy worksheets and isolated strategy instruction. We explore these unintended consequences and provide examples of how middle school teachers can engage students in authentic reading comprehension instruction that results in transfer of skills.

The Metacognitive Teaching Framework (MTF) is explained from the initial teacher-directed think-aloud through to students’ independent use of cognitive strategies. The four stages of the MTF are described and tips for implementation are offered. Using questioning as an example, the authors work through what this looks like from stage 1 through stage 4 in order to scaffold implementation of this framework in the classroom. Educators should be able to replicate this model, ensuring students’ growth toward independent application of strategies. Student data related to the authors’ collaborative work with middle level students is shared to provide evidence of the success of this framework.

A teacher-researcher describes how collaborative inquiries with students into literacy has the potential to develop metacognitive awareness of language and literacy practices, inform practice, and provide opportunities for students to use literacy in meaningful and authentic ways. Drawing upon a teacher-research study into the use of argument during literature discussions she provides an example of how teachers can enlist students as co-researchers to explore understandings of literacy and who they are as literate people.

Editing is a powerful tool for writers, but are our methods of teaching it really demonstrating that power for young adolescents? The author, frustrated with students’ inability to edit, blames his own approach and, beginning with a grocery store epiphany, works to develop a more effective system. Elements of his successful approach include time to celebrate what is right with writing and the incorporation of effective, research-based instruction. Anderson offers a front row seat to “the express-lane edit” in action in his sixth-grade classroom.

Defining “high-road transfer” as achieving true understanding that enables a learner to apply current knowledge creatively, Wilhelm offers conditions for achieving understanding and the elements necessary in a classroom to teach it.

YA Lit is all about making connections: teacher to students, students to real life experience. Reviewed are: Swollen by Melissa Lion; Homeboyz by Allen Lawrence Sitomer; Rules of the Road by Joan Bauer; Tiger by Jeff Sonte; Gregor the Overlander by Suzanne Collins.

So many children. So little time. When Kittle realizes that she may have three students who can’t read in her “second chance” class for dropouts, she despairs of being able to slow down enough to give them what they need without depriving other students of what they need.

Late spring, when standardized testing is done and you know your students well, is the perfect time to deepen their learning by promoting the application and transfer of learning to additional problems and settings. Here are a few ideas to explore their interests, support summer retention of learning, and enhance 21st century literacy skills.

Connections and relationships, for better or for worse, are what middle school kids are all about. In this environment of fragile friendships and shifting alliances, books about friendship are a natural. Here are some books that will help your students explore situations and relationships in a safe and interesting way.

In a project that had students develop and perform radio commercials for a short story, they creatively demonstrated skill in a number of standards while piquing their classmates’ interest in further reading. This column marks a shift in focus for the technology column as editor Sandy Hayes invites you to share your stories about technology and projects that have succeeded in your classroom.

Reviewed are: The Reading Zone by Nancie Atwell; Content-Area Writing: Every Teacher’s Guide by Harvey Daniels, Steven Zemelman and Nancy Steineke; Micro Lessons in Writing by Jim Vopat; Reading and Responding in the Middle Grades: Approaches for All Classrooms by Lee Galda and Michael Graves.

The quandary of many teachers and parents about the increasing use of “textese” has not left this educator and mother of five untouched. On the contrary, she is in the thick of it. Here, she describes her own use of textese and her reflections on what, if anything, it means for standard spelling and students’ education.

Carol Gilles walks us through some of the best features of the newly organized NCTE website (www.ncte.org), and invites all members to some see what’s there for them.