With all due respect, I don't think anyone in replying to this post about 
explicit strategies is saying not to teach them but rather how we are teaching 
them.  The focus in the last number of posts has been about developing 
'reader's thinking' and isn't that what teaching strategies is all about?  I 
doubt very much that you did not teach comprehension strategies when you were 
teaching reading....anyone who has ever talked about what has been read with 
their students has been teaching comprehension strategies but just not giving 
all the 'elements' a name.  Asking your two year old, 'what do you think is 
going to happen?' is teaching a strategy.  It starts from the day we start 
reading to and with our kids.  We just never thought to call it 'inference' or 
'making connections' or identifying which 'megacognitive' strategy was being 
developed at a particular time.  We never thought to teach a 'strategy' a week 
because we were using all strategies all
 the time.  Tell me a teacher who has never said to a class with a picture 
story book, 'what do you think this is going to be about?' or, 'what is the 
picture telling you?  Or have you ever felt like this, when and why?  And I'm 
not talking about superficial questions and answers but when children are 
probed to explain their thinking and why. The questions that are coming up over 
and over about teaching strategies has to do with the 'contrived' nature of it 
that we are feeling now with teaching reading comprehension.   I'll never 
forget one of my students saying to me this year when he was deeply engrossed 
in reading to please, please not talk about it or ask him to stop and think 
about it as he was so enjoying what he was doing?  I didn't stop him.  Was I 
wrong? 
--- On Sat, 13/6/09, [email protected] <[email protected]> wrote:

From: [email protected] <[email protected]>
Subject: Re: [MOSAIC] Do we really need to teach explicit strategies?
To: [email protected]
Received: Saturday, 13 June, 2009, 11:21 AM

 
Well...
I have been in the teaching business long enough to have taught both  
ways...comprehension strategies and no comprehension strategies. I  will say 
this. I have richer talk and better conversations because of the  strategies. 
We 
need to give kids the language to talk about books. I think we  miss the 
point when we say either teach the strategies or talk about books.  Strategies 
are a tool...for comprehending and talking about  books... one that readers 
should be able to draw on and use consciously or  subconsciously  to help 
deepen understanding and enrich a discussion. 
 
We DO over do things. I agree...but I think many, many kids need to see  
different ways of thinking and talking about books. That is where modeling  
strategies comes in.  Decoding strategies have to be taught. Why would we  
ever think we don't need to teach comprehension strategies? 
Jennifer
 
 
In a message dated 6/12/2009 9:32:17 A.M. Eastern Daylight Time,  
[email protected] writes:

An  earlier post really got me thinking about this. Do we REALLY need to
teach  explicit strategies? 


 
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