Sure it is, but a second grade student who hasn't gotten quite round to one to one matching and use of text needs a bit of extra help, IMO.
Lori Jackson District Literacy Coach and Mentor Todd County School District Box 87 Mission SD 5755 ----- Original message ----- From: Waingort Jimenez, Elisa <[EMAIL PROTECTED]> To: Mosaic: A Reading Comprehension Strategies Email Group <[email protected]> Date: Sunday, November 16, 2008 6:43 PM Subject: Re: [MOSAIC] Response to Intervention question > OK. This is starting to make more sense. I could see the benefit of doing > this with kids who are struggling at this level. However, isn't this a stage > in reading development? And could this be a result of too much emphasis on > phonics? I guess what I'm trying to say, and this may be obvious, is that if > instruction is rich and at the child's level of need then this shouldn't be > happening. Or is this too simplistic? And, even in cases where the > instruction is appropriate there are still kids who struggle with this idea... > Just trying to make sense of these interventions. > Thanks, > Elisa > > Elisa Waingort > Grade 2 Spanish Bilingual > Dalhousie Elementary > Calgary, Canada > > > > Early readers without a sense of word also freely invent, neglecting the > print without a means of understanding they are doing it. I have used word > counting with kddos like this. I always compliment them on their story > (afterall, just getting started with reading the stories in our heads > generally beat the ones on the printed page) and ask them to help me count > their words first. I put down a block for each word as I say back to the > reader what they have just 'read'. We count the blocks. Then we count the > words on the page. The mismatch helps them start see the need to use the > words on the page. With a second grade student who has a sense of one to one > but is at this early stage where he or she may be fingerpointing, not > realizing that multi-syllable words get one point can leave them muddled. I > taught readers like this to slide that finger under the word to help them see > that some words are longer than others. Sorting words by syllables works > well, too. > > > > Lori Jackson > District Literacy Coach and Mentor > Todd County School District > Box 87 > Mission SD 5755 > > > > > _______________________________________________ > 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.
