I too am trying to piece together how comprehension instruction should deal with the literal level and deeper comprehension. I work with struggling readers and find myself focusing a lot on helping them keep track of the progression of a story. This is so difficult for them, I rarely find time to help them get deeper. In the classroom, teachers in my school do a lot of work with the Mosaic type reading strategies, and some of the kids get really good at demonstrating some strategy use--even when they aren't actually understanding what's happening in the story. Any thoughts? Megan Reading Specialist K-4
[email protected] on Friday, February 15, 2008 at 12:00 PM -0500 wrote: >Message: 15 >Date: Fri, 15 Feb 2008 11:48:18 -0500 >From: "STEWART, L" <[EMAIL PROTECTED]> >Subject: Re: [MOSAIC] rti conversation >To: "Mosaic: A Reading Comprehension Strategies Email Group" > <[email protected]> >Message-ID: > <[EMAIL PROTECTED]> >Content-Type: text/plain; charset="us-ascii" > >Thanks for this message. You just gave me my aha moment. We moved to >DRA2 testing this year. Our initial testing put the majority of our >kids below grade level, because we had not been teaching retell. We >were teaching summarizing (which I still believe is the better skill to >teach). Now that we are teaching retell the children are passing the >DRA2 with flying colors. However, when we ask them to respond to text >we are able to clearly see that they are not necessarily comprehending >anything beyond a literal interpretation. When are we going to get >these things right! > _______________________________________________ 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.
