----- Original Message ----- 
From: "Maggie Dillier" <[EMAIL PROTECTED]>

>   1. *Teaching strategies (making connections, visualizing, etc.) versus
>   text structures (setting, character, etc.) versus genre*. Do you teach
>   all strategies early in the year and then literary elements later, or do 
> you
>   mingle both? (Clarification: I can see the year being arranged like
>   this: "fiction, nonfiction, poetry, test prep..." or like this: "making
>   connections, questioning, visualizing, inferring...")


It's non-stop.  I'm teaching it all year and mix it all.  I stress each as I 
introduce them, but then it's a constant "remember this?"


>   2. *Integrating test preparation for the big reading test*. See
>   previous posts. Do I teach a whole unit on test-taking, with test 
> passages
>   and the whole deal, or do I teach the type of questions that will be 
> asked
>   (compare and contrast, author's purpose, cause and effect) in another
>   context (i.e., guided reading)?

My principal has given test taking strategies to the content areas so all i 
have to do is teach them how to read better....

>   3. *Aligning reading with writing topics*. When I'm teaching
>   nonfiction in writing, should I do nonfiction in reading at the same 
> time?

Sure, why not?

>   4. *Guided reading*. WHAT texts do you teach? Do you reinforce
>   whatever you taught in a minilesson, or is it a different focus 
> entirely?

I stress meaning.  Then we discuss how the strategies helped us to gain 
meaning....

>   5. *Content-area reading*. Probably some of you don't teach all
>   subjects, but I do, and I wonder if I should teach reading the science
>   textbook in science or in reading. Is content-area reading a unit you 
> teach?
>   Should I do it as part of guided reading instead of whole-class?

It's all reading...no matter what subject area.  Show how to read a chapter 
or how to analyze text and layout.

. 


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