My children are 2nd graders and they love to show off explaining to
parents, staff (vistors) and other students how they think about
reading. (smile)
On Jun 13, 2009, at 2:46 PM, [email protected] wrote:
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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