When we think of teaching reading in the realm of combining listening, speaking, reading, and writing, then we also include conversations about read alouds, which includes making inferences and other components of comprehension. When we do shared reading activities, students who struggle with easier text have the support of those who do not; these strategies are meaning-based and include phonemic awareness/phonics. And of course, yes, deep comprehension is going to look different at different levels. Basically, I don't think phonics instruction should be isolated or separated from meaning.
Renee On Jun 24, 2008, at 9:04 AM, KENNETH SMITH wrote: > Renee, > I agree with you that DIBELS is used (or misused) as an assessment > rather than a screening - a practice I have been working hard to > clarify in my own school. I think "deep comprehension" is probably > also a somewhat relative term. Just how deep can comprehension be a > text at a DRA level 3? "The ball is red." Not a lot of opportunity for > depth in that text. Deep comprehension for students at that level must > come from read aloud and shared reading. What I struggle with is my > 2-4 kids who can't get through the text because they stumble over the > simple words. These are the words they would see in ANY level of text. > When we talk of matching readers to text, we have to think not only > about what level they can fluently read, but what level they can > comprehend independently and then we also have to find texts that are > appropriate to their maturity and interest levels - not an easy task. > Debbie > ----- Original Message ----- > From: "Renee" <[EMAIL PROTECTED]> > To: "Mosaic: A Reading Comprehension Strategies Email Group" > <[email protected]> > Sent: Tuesday, June 24, 2008 10:48:24 AM (GMT-0600) America/Chicago > Subject: Re: [MOSAIC] phonemic awareness/segmentation help wanted > > > On Jun 24, 2008, at 8:27 AM, KENNETH SMITH wrote: > >> DIBELS gets a pretty rough rap on here and I think it is because it >> is being considered an assessment rather than a screening. > > DIBELS is often used as an assessment, not just a screening. > >> Would you all agree that a student who does perform well on DIBELS is >> well equipped to move forward in literacy instruction that focuses on >> deep comprehension? > > I think ALL students are "well equipped" to move forward in literacy > instruction that focuses on deep comprehension. I believe ALL literacy > instruction should be focused on deep comprehension, no matter the > level of the student. I don't believe a child needs to be *screened* > before they enter into instruction that focuses on deep comprehension. > > Renee > > > "The test of a good teacher is not how many questions he can asks his > pupils that they will answer readily, but how many questions he > inspires them to ask which he finds hard to answer." > ~ Alice Wellington Rollins > > > > _______________________________________________ > 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. > > "Any fool can know. The point is to understand." ~ Albert Einstein _______________________________________________ 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.
