In a message dated 6/23/2008 11:10:50 PM Eastern Daylight Time, [EMAIL PROTECTED] writes:
If there is anything I know in my 25 years of teaching it is to be careful not to get stuck down either side of a continuum. In my classroom I first focus on reading to understand, reading strategically, metacognitively....and yet it in my sixth grade classroom there are students struggling with automaticity in decoding and that needs to be addressed. Sometimes that means focusing on some phonics gaps, sometimes it doesn't, but I need all the eggs in the basket to address my HALO classroom (high, average, low, other). I feel comfortable knowing we're all going to be free to consider all options in these discussions. I have a dyslexia teacher friend who would seriously disagree with us if we ONLY hit reading for meaning with the strugglers. Could you tell me more about the sixth graders with the "phonics gaps?" What kinds of phonics instruction have they had in the past? What kinds of different phonics instruction strategies would you incorporate? Why do you consider reading for meaning "the other side of the continuum?" You state "I have a dyslexia teacher friend who would seriously disagree with us if we ONLY hit reading for meaning with the strugglers." What other kinds of reading are there? Nancy C. **************Gas prices getting you down? Search AOL Autos for fuel-efficient used cars. (http://autos.aol.com/used?ncid=aolaut00050000000007) _______________________________________________ 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.
