I agree. In true "reading" there is no right answer. It is a matter of author's purpose and reader's schemata. That's why some people can read a book, poem, or a work such as the BIBLE, one time and read it a second time and get something different from it. The text hasn't changed....but their backgrounds have. Bill
----- Original Message ----- From: "gina nunley" <[EMAIL PROTECTED]> To: <[email protected]> Sent: Sunday, September 17, 2006 11:46 AM Subject: Re: [MOSAIC] PS grading > PS > > So could strategy assessment with rubrics be a "formative" assessment which > guides our instruction with individuals? > > And then do we ask ourselves WHY do we teach strategies (so that deep > comprehension occurs?) and then do a "summative" assessment which gives an > achievement picture at benchmark points in the year? > > So let's say I have taught visualizing and connecting and I then ask the > kids to read a poem which has imagery and calls for connections to interpret > meaning. I think ask the kids to respond with evidence of their thinking. > I am not so interested in whether or not they understand the poem as I do, > but that they can use imagery and personal connections to think and share > their thinking. > > Gina > > > > _______________________________________________ > Mosaic mailing list > [email protected] > To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > > > -- > No virus found in this incoming message. > Checked by AVG Free Edition. > Version: 7.1.405 / Virus Database: 268.12.3/444 - Release Date: 9/11/06 > > _______________________________________________ Mosaic mailing list [email protected] To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org.
