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Subscribe to this list via RSS Blog posts tagged in teaching reading

Posted by on in Literacy


Reading is fundamental, that’s true, but somehow this idea gets lost in the translation. Re-stated, it means, in today’s education system, that reading is fundamental when we make Johnny read and read and read until the words come out of his eyes and ears. At that point, it becomes a habit, so deeply ingrained in him, that it is only natural for him to pick up a book in his leisure time.

Imagine that: In a world of constant distractions and events flying by at high speeds, Johnny will read at a pace much slower than reality, where digressions and inner-space journeys intervene frequently. In order to prevent these diversions from happening, we bombard the child with a barrage—sometimes called a list—of thirty books to read on his own.

By reading, on average, three books per month, along with the summer bonus of ten more books, Johnny might become, for us, but unbeknownst to him, a reader, booklover, lifelong learner, in a naturally unnatural way. This is the fundamental way to impact the reading process, or the magic of reading, so he can sit engaged and bored simultaneously, and constantly thinking and asking questions about his future days, for example:  

What are the easiest books to read and respond to?

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Posted by on in Education Leadership

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Tokyo International School

I work at Tokyo International School (TIS) an IB World School. TIS is a rare breed: it is one of only three, PYP authorized schools in the world which are also officially recognized by Columbia University Teachers College (NY) as a 'Reading and Writing Project School’ (TCRWP). The others are Frankfurt International School, Germany and Victoria Educational Organisation, Hong Kong (Neville 2015). For a current list of all ‘Project Schools’ outside of America scroll to the base of this post.

A 'Project School'

BoyMany international schools use a reading/writing workshop approach. Several of these use the Columbia University Teachers College materials. Some even send teachers to the college’s Summer Institute. But to be recognized by Columbia University as an official ‘Project School’ means going one step further. It requires truly buying into the approach. It means all of the above and also building a relationship with the Teachers College. It involves being assigned official, Columbia Teachers College literacy developers to work on an annual basis with your school. We have just had two developers in our school for a full week facilitating very costly, but exceedingly rich professional development.

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