I recognize the value of being 'phrased and fluent', as Marie Clay would say, yet I could never, in all honesty, say to a child, "Let's have another go at this to increase our WPM." This discussion has been particularly interesting to me and I think is a matter of framing the issue. I cannot fluency accept as the purpose of multiple readings, but am fully aware of fluency as positive side effect.
Lori On 7/9/07 10:45 PM, "RASINSKI, TIMOTHY" <[EMAIL PROTECTED]> wrote: > Lori -- what you describe seems very sound to me -- repeated readings for an > authentic reason. I know when I read poetry I can never a poem once and get > all that I would like from it. As I read it and reread I begin to notice > things such as the poet' s use of rhyme, rhythm, repetition of words and > phrases, alliteration, figurative language. > > I often think of this process of repeated readings and exposures to texts > in much the same way as coming to like a song. Often when i hear a song the > first time it may not grab my fancy. Yet, after hearing the same song on the > radio over the course of week, by Friday it often becomes my favorite song of > all time. The repeated exposure leads to deeper levels of examination and > comrpehension. > > Timothy Rasinski > 404 White Hall > Kent State University > Kent, OH 44242 > 330-672-0649 > Cell -- 330-962-6251 > FAX 330-672-2025 > [EMAIL PROTECTED] > informational website: www.timrasinski.com > professional development DVD: http://www.roadtocomprehension.com/ > <https://exchange.kent.edu/exchweb/bin/redir.asp?URL=http://www.roadtocomprehe > nsion.com/> > > ________________________________ > > From: [EMAIL PROTECTED] on behalf of ljackson > Sent: Mon 7/9/2007 8:28 PM > To: Mosaic: A Reading Comprehension Strategies Email Group > Subject: Re: [MOSAIC] Repeated Readings for Fluency - Question for Tim > > > > I'm not Tim, but this issue rereading with older readers came up in > discussion at a PEBC Institute last winter. The exceptional middle school > teacher I observed talked about the importance of giving kids authentic > purposes for rereading. As an example, we might first read a story to get > the gist of the plot and other story elements. We might then reread the > text for specific information that supports inference into character. > > When I think about the role of shared reading (which was by nature rereading > in my classroom), we did approach each day's rereading with a very different > text. Today as we share this reading, I want you to be thinking about... > Words that rhyme, word choice, how to dramatize the piece, craft, etc. > > Lori > > > On 7/9/07 4:58 PM, "[EMAIL PROTECTED]" <[EMAIL PROTECTED]> wrote: > >> Dr. Rasinski, >> I appreciate so much being able to talk to you directly. My first issue in >> reading all of the Mosaic responses and questions concerns the definition of >> fluency from your perspective. >> >> Secondly, I would like to talk about a child that I work with. She is >> entering fourth grade. She reads (DRA level 28) She reads with meaning on >> a >> literal level, but needs guidance and support with inference. Her decoding >> is in >> many cases hesitant. I have found that rereading is very helpful, but the >> rereading we do is not necessarily authentic. I just explain to her that by >> rereading something, she will become a more fluent reader and she does it >> and >> does it well. She appears to feel really good about rereading something >> better each time she does it. >> >> How important is it for rereading to be for authentic purposes such as >> reader's theater etc.? If a child understands the purpose, isn't that >> enough? >> >> Thank you, >> Maxine >> >> >> >> >> ************************************** See what's free at http://www.aol.com >> <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. >> > > -- > 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. > > > > _______________________________________________ > 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. > -- 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.
