Depends on what you're teaching. If you are trying to model the strategy,
you stop during the reading and show how you process. If you want the kids
to practice the strategy, you can model and have them do the strategy also.
If you want to assess how well they can use a certain strategy, you might
wait until you finish the story to have them write down their thoughts or
ideas.
Modeling is simple, but difficult for anyone who is already a good reader.
Good readers tend to do many of the strategies naturally, and as a result,
aren't aware they are even using the strategies. You have to think like
your students. Read the selection ahead of time and make notes ("What would
my kids think here?" "Would a student understand this word?" "Will this
scene make a good place to make a prediction?" "What do I visualize here,
and could they make the same connection?" etc.). Again, much of what you
model will be based on what strategy you are teaching. Afer awhile, it will
become easier.
Bill
----- Original Message -----
From: "Patricia Kimathi" <[EMAIL PROTECTED]>
To: "Mosaic: A Reading Comprehension Strategies Listserv"
<[email protected]>
Sent: Saturday, September 16, 2006 5:42 AM
Subject: Re: [MOSAIC] teaching connections
> When you do read-alouds do you stop and write your strategies or do you
> write them after the read-aloud?? Will someone share how they model?
> Pat K
>
> "to be nobody but yourself -- in a world which is doing its best, night
> and day, to make you like everybody else -- means to fight the hardest
> battle which any human being can fight, and never stop fighting."
>
> e.e. cummings
>
> On Sep 15, 2006, at 10:37 PM, Tara wrote:
>
> > I don't know how you can teach any strategy without Read Alouds. It
> > gives you a common story, a common background.
> > Tara
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