I think the issue here is "balance" between metacognitive discussions on reading with children, and independent application of the strategies. In other words, this is a perfect example of gradual release of responsibility, and if you didn't "just let him read" then you missed an opportunity.
The place for metacognitive discussions is in whole group mini-lessons and small group lessons, and maybe for some very carefully-planned individual conferences. When kids are reading independently, we have to trust that they are internalizing the strategies and applying them. I ask the kids during the "debriefing" time at the end of reading workshop to share any of the strategies they noticed themselves using while they were reading independently. Almost always, there will be a child who listens to others and then realizes aloud that she/he was applying that strategy too. The wonder and awe in the voice of that child is enough to put me at ease that the strategy lessons over the years are working. When I worked with first, second and third graders, I found that some children benefitted from marking text with post-its as they read independently, some children were completely distracted by doing this and others marked everything they possibly could just to please me. So I learned to follow their leads. My two cents :) Maureen _______________________________________________ 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.
