Here's what I'm thinking, you start with a Read Aloud/Think Aloud. Then you ask the students what they notice about your thinking. Ask them to define what you are doing. Send them off to read, and conference with them individually, being more explicit with those who need the explicit instruction. I've noticed that frequently the students near the one I'm conferencing with will join in the conversation, or at least listen carefully.
Of course this depends on the age/ability level of your readers, and what kind/how much strategy instruction they've already had. Joy/NC/4 How children learn is as important as what they learn: process and content go hand in hand. http://www.responsiveclassroom.org ----- Original Message ---- From: "[email protected]" <[email protected]> To: [email protected] Sent: Saturday, June 13, 2009 3:30:18 PM Subject: Re: [MOSAIC] Do we really need to teach explicit strategies? Renee You bring up an interesting point and one I have been thinking about too. My first thought was...it depends! Some kids may need explicit instruction...others will remember and internalize the strategy better if they discover it for themselves. Before I read Mosaic or Reading with Meaning, my first exposure to the teaching of comprehension strategies was though a presentation by Roger Farr. He had a lesson design where he modeled thinking during reading ... but asked the kids to notice and name the strategy themselves. If you google Roger Farr, I wouldn't be surprised if he still had the Think Along lessons on his website. Anyway, when I tried his lessons, they were pretty effective...but not for everyone. Now I am using more explicit modeling with a gradual release of responsibility...much like in the Comprehension Toolkit and those lessons are also pretty effective...but not with everyone. I wonder how we could combine approaches to hit the needs of more learners. Interesting thoughts, Renee, as usual! Jennifer In a message dated 6/13/2009 10:22:58 A.M. Eastern Daylight Time, [email protected] writes: While following this discussion, I have begun wondering something. First, I will say that I have little personal schema for explicitly teaching the strategies, partly because I've not been teaching in a regular classroom for the last four years or so. 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. And I am talking especially about readers who are basically fluent and already have adequate/good comprehension abilities. Whatcha think? Renee **************A Good Credit Score is 700 or Above. See yours in just 2 easy steps! (http://pr.atwola.com/promoclk/100126575x1222377049x1201454365/aol?redir=http://www.freecreditreport.com/pm/default.aspx?sc=668072&hmpgID=62&bcd= JunestepsfooterNO62) _______________________________________________ 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. _______________________________________________ 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.
