Elaine, I agree completely. So many of the activities that are suggested for addressing fluency as simply good teaching, good language play--and with the exception of repeated readings with a timer in hand--have been part of effective classroom practice for a long time. That is, until NCLB and scripted programs pushed some of it right out the door. It is not at all the activities I object to, but the subtle messaging that equates reading with oral performance.
Lori On 7/8/07 8:52 AM, "elaine garan" <[EMAIL PROTECTED]> wrote: > Also, Tim-- I am not saying that kids who read laboriously are not > hindered by the slow, word by word reading. I think where we would > diverge in our approaches is I would say, model, allow the kid to do > lots of reading but do NOT let the child for one second think it is > about speed and even speed and intonation. -- Lori Jackson District Literacy Coach & Mentor Todd County School District Box 87 Mission SD 57555 http:www.tcsdk12.org ph. 605.856.2211 Literacies for All Summer Institute "Literate Lives: A Human Right" July 12-15, 2007 Louisville, Kentucky http://www.ncte.org/profdev/conv/wlu _______________________________________________ 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.
