In a message dated 5/22/2007 11:00:18 P.M. Eastern Daylight Time, [EMAIL PROTECTED] writes:
have a student now who reads beautifully. But, when I ask her what she thinks about what is going on in her book, she has nothing to say. She can answer specific questions about the text, but any deeper meanings or "thick" questions seem to baffle her. But, there is no way that I would focus on fluency with her. I agree I would not work on fluency with a child who reads well and can retell what they have read. The point of a workshop model is to individualize the instruction to meet the needs of the child. The reality of reading though is that many children need instruction in how to read text using the text clues provided by the author - punctuation, phrasing, meaning, dialogue, etc. Much of this instruction falls under the fluency umbrella. The research is there to support instruction in the 5 dimensions of reading. I don't advocate having kids just read for one minute and timing them. I do advocate fluency instruction within the reading workshop that teaches kids to read like writers and use the text cues provided by the author to make meaning of text. This is necessary for most children I have taught to some degree. Many need more than others, some need little. Listening to them read orally is a window into what is going on and often can help us see where meaning is breaking down. Laura ************************************** See what's free at http://www.aol.com. _______________________________________________ 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.
