I agree, for building comprehension, but if you are working on fluency, encouraging the kids to quietly read aloud with the reader is the best way to build fluent reading. Following the reader holds them to a speed. As long as the text is just right, they should be able to still get the meaning enough to "get it". This is a separate issue from monitoring meaning, although we use fluency to build that as well, so I feel like it is "on topic". Kim
________________________________________ From: [EMAIL PROTECTED] [EMAIL PROTECTED] On Behalf Of Janelle [EMAIL PROTECTED] Sent: Wednesday, October 03, 2007 1:06 PM To: Mosaic: A Reading Comprehension Strategies Email Group Subject: Re: [MOSAIC] Monitoring meaning Ok, no one boo me, but....I think that kids having time with just right text, reading it, not listening is the single most important thing for them. In my reading it keeps coming up that kids need more time with just right text to be better readers, writers and spellers. janelle ----- Original Message ----- From: "Susan Walters" <[EMAIL PROTECTED]> To: "Mosaic: A Reading Comprehension Strategies Email Group" <[email protected]> Sent: Wednesday, October 03, 2007 5:19 AM Subject: Re: [MOSAIC] Monitoring meaning >I have a question...During guided reading, after kids have fininshed their > work (lit log, Dol,cursive) they get to free read. I have them > practicing > poems, reading magazines, reading anything they want in the classroom. I > know have walkmen for every student and they all choose to do this. I > figure it is good modeling for fluency and they can hear higher level > books. > I am just unsure if I should alternate so they are also practicing. Of > course they have another independent reading time in just right books and > this time might be a total of 20 minutes. Opinions??? > ----- Original Message ----- > From: "gina nunley" <[EMAIL PROTECTED]> > To: <[email protected]> > Sent: Friday, September 28, 2007 9:34 PM > Subject: Re: [MOSAIC] Monitoring meaning > > > > Janelle, As far as lessons on monitoring meaning I have a simple thing I > do. > We will read one page of a challenging text whole class or small group and > I > asked them to pay attention as they read and notice > > Does it click or does it clunk? > Use your strategies to fix it up. > > > then I excitedly ask after they read "Who had a clunk..." The kids get > into > it and then I ask how they fixed it up. If it is still a clunk the rest > of > the group suggests a fix up strategy. > _________________________________________________________________ > Connect to the next generation of MSN Messenger > http://imagine-msn.com/messenger/launch80/default.aspx?locale=en-us&source=wlmailtagline > _______________________________________________ > 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. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
