Renee, This is a question that I asked about 5 or 6 years ago! I got shot down by several members here!
I think it is more important to have a discussion with the student that probes their thinking than it is to label the strategy. While naming the strategy is nice, to me what the students do is more important than what they call it. I think there is something to be said about having common vocabulary, but the action is what matters most. You know that I'm a constructivist at heart, as well. Joy/NC/4 ________________________________ From: Renee <[email protected]> . . . But I am wondering whether, especially with confident readers, the strategies can be *taught* largely through the kinds of questions we ask children, so that they are pushed to use the strategies. For example, in a book discussion with a child, if we ask, "what did you see in your mind's eye while you were reading this section" would/could/should inherently push a child to learn to visualize. I guess I am looking at more of a natural and constructivist direction. _______________________________________________ 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.
