I think it is more important to have a discussion with the student that probes
their thinking than it is to label the strategy.
YES! ? I agree with what you are saying.? Deep discussion and probing is very
important and lends authenticity to the work. ? But, I do think at the end when
you reflect with the child you can also give a name to what you did.? This can
then be put in their toolkit for future use.
Laura
readinglady.com
-----Original Message-----
From: Joy <[email protected]>
To: Mosaic: A Reading Comprehension Strategies Email Group
<[email protected]>
Sent: Sat, Jun 13, 2009 5:16 pm
Subject: Re: [MOSAIC] Do we really need to teach explicit strategies?
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.
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