I agree with you Jennifer.  I imagine that some of this concern or feeling
of roteness may come with the language we use in the teaching and sharing
with the children.  I am thinking of Choice Words as I think this through.
I imagine it needs to be internalized and authentic conversation sharing
The strategies that makes a difference in how the children take it in and
apply it themselves.

Sally


On 6/12/09 6:21 PM, "[email protected]" <[email protected]> wrote:

>  
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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