I think at times we undervalue literal knowledge. If I am in a burning house and know where the door is, that literal knowledge seems pretty darned important to me. If I don't know, than any bit of inference I might be able to use would sure help. That said, I work with children with severe language issues (not second language speakers, but low vocabulary). Literal knowledge is import for these children to build up their reservoire of language understanding. When our children read, the literal knowledge is helping them build schema. I think that kids have to have a literal understanding to build all the other skills on, but why we can't work on them hand in hand, I don't know...
Lori ----- Original message ----- From: Megan Reilly Padilla <[EMAIL PROTECTED]> To: [email protected] Cc: [EMAIL PROTECTED] Date: 2008, 15, Friday Of February 12:35 Subject: Re: [MOSAIC] Mosaic Digest, Vol 18, Issue 15 > 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. > > _______________________________________________ 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.
