What if your main focus was that reading IS thinking? Once a strategy
came up naturally maybe we could label it, but not until it came up in
natural coversatuon. Like if you said "what did this page make you
think about?" and someone said "the time I found a shell and tried to
hear the ocean like the boy in the book" then maybe we could say "oh
yes you just connected the text to yourself. We call that a text to
self connection" Do you think that would be a more natural way to
teach strategies? Maybe our biggest point in teaching strategies
should be to give kids a common language to discuss what they are
reading, like adults do.
Sent from my iPod
On Jun 12, 2009, at 1:30 PM, "Stewart, L"
<[email protected]> wrote:
I am so enjoying all of these posts. I wish we could sit and talk
about this. I am worried that the "natural part" is gone. I am so
tired of hearing kids say I am picturing or I have a connection and
half of the time the connections are so superficial. I had to
explicitly teach my kids to talk about the story or the information
and not to hyper-focus on talking about the strategies. I shouldn't
have to undo what has been taught. I should be able to move forward
and deeper. If I am undoing previous teaching, I think there is an
error in our delivery, not in our knowledge. Please don't
misunderstand - I believe in strategy instruction but not to the
extent that I am now seeing it being taught.
Leslie
"The whole 'connection' and discussion has to become 'natural' and
part of the thinking of the kids without thinking, 'wow I am using
the inference strategy now and two days ago I used the 'connection
strategy'. That's not how we read. We are teaching and guiding
deeper level thinking. Don't you think?"
Be who you are and say what you feel because those who mind don't
matter and those who matter don't mind."
~ Dr. Seuss
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