Personally speaking, if readers are reading with fluency, accuracy and "above grade level" we must provide them with the most challenging and provocative (in terms of their thinking and understanding, topic, genre) texts and have them READ, READ, READ!! It is what and how we expect them to RESPOND TO THE READING is what will keep them interested, motivated and engaged. Things like Socratic Seminar, High Level Literature Circles, Fishbowl Activities, Reciprocal Teaching, Debates, Reader's Theater are just some ideas keep them engaged.
Shelley Levy >-----Original Message----- >From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED] >Sent: Monday, June 4, 2007 08:48 AM >To: 'Mosaic: A Reading Comprehension Strategies Email Group' >Subject: Re: [MOSAIC] Nancy Atwell > >In the new edition of Mosaic of Thought, this very issue is addressed. >On page 37, it says "comprehension strategies are tools for understanding >across the curriculum." >I do think in the primary grades it is important to explicitly teach the >strategies to give students the language to talk about their reading. >We are still struggling with what to teach the fluent readers and above >grade level readers in the intermediate and junior high grades. I need to >read the Atwell text; perhaps that will answer my questions. >Carol > >>> Sometimes I wonder if we lose sight of the >>> purpose of the strategies. I have always used them as a tool, not a >>> skill. I >>> think if I taught them as a skill I would be interested in seeing >>> them apply >>> it more, but it being a tool, I can only watch to see if they use it >>> to help >>> them. >> >> I've been thinking about this too and I also wonder if we have turned a >> tool into a skill, much as we have done with phonics and fluency. What >> I mean is that instead of having those strategies based on need and >> contingency, we deconstruct them, drill them and in doing that, we move >> them to the forefront of not just our instruction, but in the kids' >> minds as well. When that happens, we have displaced the goal of >> reading. We have made the goal-- in the kids' minds and in our >> instruction and our assessment-- phonics or strategies or fluency-- >> instead of comprehension and engagement with the text. We compound this >> by the way we assess. Instead of monitoring for comprehension, I see >> the trend as assessing for what should be ONLY the tool-- the phonics, >> the fluency, or even the strategies. >> >> When we do that, rather than have those tools serve our broader goal of >> comprehension and engagement in text, we elevate the tools to a status >> they don't deserve in the greater scheme of things and that might even >> interfere with what should be our goal. We give kids the impression >> that phonics, or fluency or even strategies is what reading is all >> about. The research shows that as soon as kids focus on the skills >> instead of the big picture, comprehension suffers. That is consistent >> in the research. >> >> >> On Jun 3, 2007, at 12:22 PM, [EMAIL PROTECTED] wrote: >> >>> This is what I love about this list and others, the ability to reflect >>> and >>> question and ponder. I have been really pondering about this whole >>> topic and >>> listening to different perspectives. Sometimes I wonder if we lose >>> sight of the >>> purpose of the strategies. I have always used them as a tool, not a >>> skill. I >>> think if I taught them as a skill I would be interested in seeing >>> them apply >>> it more, but it being a tool, I can only watch to see if they use it >>> to help >>> them. >>> Just like when I teach them strategies for decoding. I don't expect >>> them to >>> use those strategies with each and every word, or every text, I look >>> for them >>> to use them when needed. I do see some of the strategies help to >>> "enjoy" the >>> process of reading more, and absolutely to help with conversations >>> about >>> books. >>> I am getting ready to present a workshop with two other teachers. They >>> are >>> from another school, and I was just introduced to them. As we began to >>> plan, I >>> stated that I would like us to begin with metacognition. They didn't >>> want to, >>> said it would take away from what teachers want, that they want the >>> lessons >>> and ideas. As I listen in on and reflect on our conversation here, I >>> find it >>> even more important. Maybe that is what is missing with some teachers >>> who are >>> "teaching" the strategies. We forget the purpose, and forget to teach >>> the >>> students the purpose. As I think about what they want to present, I >>> think they >>> want to show the strategies as skills, not tools. I may be wrong, but >>> it does >>> have me wondering. >>> I appreciate this discussion, sometimes other's thoughts clarify my >>> own >>> thinking. >>> Terry/Fl/2 >>> >>> >>> >>> ************************************** 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. >>> >> >> >> _______________________________________________ >> 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. 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