I love the way you phrased this. And yes, the research also shows the link between reading and writing. I wish I'd thought to say that in my post! Yes! Now I'm getting off here before you guys kick me off. Elaine On Wednesday, May 23, 2007, at 05:32 AM, [EMAIL PROTECTED] wrote:
> I wonder if it isn't also effectively addressed when punctuation and > sentence structure is taught as a composition skill in > writing workshop. Katie Ray talks about this, how making these > decisions as a WRITER informs your READER and maintains > your MESSAGE. So if we get beyond thinking about periods, commas, > clauses and phrases as an editing issue and help kids > think of them naturally as composition tools, won't that positively > impact them as readers as well? > > On Wed, 23 May 2007 07:00:01 EDT , [EMAIL PROTECTED] sent: > >> >> 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 >> >> >> >> >> _______________________________________________ >> 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. > _______________________________________________ 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.
