The school I work at read Debbie Miller's book, and now we are required to teach a different comprehension strategy every month. However, we don't really have a system for assessing students on mastery of the strategies. I like this posted idea of students coming up with their own methods of identifying where they are using strategies. However, I work with second graders, so I'm wondering if there are specific ways that people have found to work well in assessing any or all of the strategies at this level. Thanks for any thoughts on the subject! Rose
[EMAIL PROTECTED] wrote: Gina, I found the same true in my classroom. After insisting they code T-S, T-T, T-W, it dawned on me that my kids were focusing more on whether they were "coding" correctly than on their actual connections. Instead, I introduced it to them and allowed them to come up with their own unique ways to code whether it be a picture or writing. Some of my kids starting drawing a lightbulb when they were reminded of something. Some would draw a book when it reminded them of another story we have read in class. I found that in my own reading, I often just mark text in the margins. Who cares whether they code correctly, as long as they're finding meaning in what they read. If they didn't have a connection, that was fine. After conversing with their peers, they often find shared experiences. Christina _______________________________________________ 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.
