I think that this is a hard question and we are probably all struggling with how to answer you. When I think of flexibly using the strategies, I turn to my own reading to figure how to help students. When I begin reading, I determine my purpose for reading. I read differently depending on whether I am reading for pleasure, to facilitate a class, for a class I am taking, or preparing text to model for my students. My purpose helps me determine the strategy. Also, I determine how much I know about the topic, and again, what I need to do with the information. I also look at the genre. If I am reading realistic fiction, I know I will need to snythesize at the end so I can determine what the author wanted me to learn. When I read poetry, I expect to create sensory images and make inferences. With mystery/crime novels, I do a lot of questioning and predicting. As an experienced reader, I use all the strategies, but not equally. As I read, I may need to adjust the strategy I'm using, especially if the text is more difficult, more boring, or easier than I expected. Often I use multiple strategies as I comprehend text. What I think is important is, first, that students are explicitly taught how to use each strategy separately. Some teachers think that by using the lessons on connections in the basal, the students know how to connect. WRONG! There is not enough explicit teaching in the basal to help students really go deeper with the strategy. Once I know students know the strategy, I might share how I approach a text in flexibly using strategies. Hope this helps. Carol LA content specialist, K-8
On Oct 22, 2006, at 8:56 PM, gina nunley wrote: > Hello Everyone, Well it was good to know that we are all > approaching this > in similar ways. I too talk about thinking about your thinking as > metacognition and strategy use as a thing you choose to do. > > I don't think I worded by e-mail well. What I am wanting to hear > more about > is the journey once you have established these ideas and practice. > How do > you all talk to kids about purposefully choosing a kind of thinking > in order > to be "strategic" as you try to fix up confusions? Do you signal > kids to > always ask a question first , or to try to visualize it, or to > connect? > etc. As I gradually release responsibility, I wonder what I have > really > left them to do. At this point we have a little chant > > Does it click or does it clunk? Use your strategies to fix it up? > > I don't think it is clear to my kids which strategy to use. Have > any of you > found situations in which one strategy is the better over > another? I am > just thinking out loud here. > > Do you allow kids to discover for themselves the strategies that > seem to fix > things up best for them? > > Hope this is making sense? Gina > > _________________________________________________________________ > All-in-one security and maintenance for your PC. Get a free 90-day > trial! > http://clk.atdmt.com/MSN/go/msnnkwlo0050000002msn/direct/01/? > href=http://www.windowsonecare.com/?sc_cid=msn_hotmail > > > _______________________________________________ > Mosaic mailing list > [email protected] > To unsubscribe or modify your membership please go to http:// > literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > _______________________________________________ Mosaic mailing list [email protected] To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
