This is the way I introduce the strategies and then build and review
charts for each strategy. On our website there is form that helps
students review which strategies they use most often. It helps them
realize what strategies they need to practice.
On Jun 13, 2009, at 2:59 PM, [email protected] wrote:
I think YES!
Sent from my BlackBerry Smartphone provided by Alltel
-----Original Message-----
From: Renee <[email protected]>
Date: Sat, 13 Jun 2009 07:22:19
To: Mosaic: A Reading Comprehension Strategies Email Group<[email protected]
>
Subject: Re: [MOSAIC] Do we really need to teach explicit strategies?
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
On Jun 13, 2009, at 6:24 AM, Joanne Stano wrote:
I am currently reading Comprehension by Collaboration by Harvey and
Daniels. In chapter 2 they discuss "reading is thinking" .
"Comprehension is about understanding. When we teach comprehension,
we are teaching for understanding." They go on to say that readers
need explicit instruction to decode and comprehend text and that when
teachers explicitly teach they show kids how the reading process
happens. The point is we need to teach the comprehension strategies
explicitly but need to also let students respond to their reading in
authentic ways. I think we get caught up in the responses, thinking
we need evidence for reporting tools. Thus the over emphasis in
strategy instruction.
I am really excited about this book and can't wait to put the ideas
to work. I also like the fact that they talk about how in the
business world if you get 85% participation you are a success if we
get 85% we fret and stew. They also give ideas for making small
groups inquiry circles successful and lesson ideas. The book also
sites many sources and makes me want to look them up which is exactly
what I want my students to feel and do.
Joanne/Ohio/3rd
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"The test of a good teacher is not how many questions he can asks his
pupils that they will answer readily, but how many questions he
inspires them to ask which he finds hard to answer."
~ Alice Wellington Rollins
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