Well, now I feel like an idiot.  While I was growling over my keyboard, folks 
better than I were responding.  Sorry for the off-topic topic.

> Date: Sat, 3 May 2008 12:34:51 -0400> From: [EMAIL PROTECTED]> To: 
> [email protected]; [EMAIL PROTECTED]> Subject: Re: [MOSAIC] off 
> topic math conversation> > Sorry Jennifer,> > I always forget that the Mosiac 
> list tries to keep true to reading comprehension. When a topic is raised 
> where I have thoughts or passion, I tend to jump in. That said, I will now 
> make the connection between all this math talk and reading comprehension. > > 
> Do teachers require materials that dictate day to day instruction in order to 
> teach reading comprehension (in any subject) and teach it well? Is 
> comprehension something in which we are so versed we do "not need" the 
> support of a specific text? Is comprehension so fundamentally different from 
> other subjects (like math or science) that we should be left to fish around 
> and do it our own way without articulation through the grades? I ask this 
> honestly, because I do not know or even have an idea of the answer. The 
> difference, to me, it seems, is that reading comprehension does not develop 
> in any sort of linear fashion. That we are all teaching "all of 
> comprehension" at all grade levels. Am I correct in this thinking?> > I am 
> playing devil's advocate here. I know, Jennifer, that you are involved in 
> lesson study on comprehension, a very in-depth process of professional 
> development that is teacher-driven (not district "assigned"). Would such 
> teacher development be enough to assure quality comprehension instruction at 
> all grade levels? Could it inform us where, developmentally, certain 
> comprehension should and should not be taught?> > :)Bonita--trying to get 
> back on track ;)> > > > _______________________________________________> 
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> Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > 
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