I think their reading words and not a story. For the most part their
reading is mechanical. Of course after studying comprehension
strategies during the year, the students read with prosody,intonation
and comprehension. I'm really talking more about the beginning of the
year. I guess I would like to look into some research and see what is
says about children who are good readers but not good writers. I like
your point about "thought." It is hard for some children and adults to
get their thoughts on paper. Do you use a reading program in
kindergarten? Thank you, Hillary
On Aug 29, 2009, at 2:10 PM, Laura Rieben wrote:
I do think the two skills compliment each other but writing has a
mechanical
component and many different skills than reading does. I have many
good
readers (high SES school) in Kindergarten each year. I think they
are truly
reading. Their ability to get their thoughts down on paper vary:
some can
write with spaces, capital letters, etc. and some start out the same
as
lower kindergarteners. Why do you suspect that the children aren't
really
reading? If they know the words, discuss the book, and can apply that
learning to a new, previously unseen book, isn't that reading?
On Sat, Aug 29, 2009 at 1:35 PM, Hillary Marchel <[email protected]
>wrote:
More food for thought. Ok, I have readers in my kindergarten
classroom.
Parents are for ever telling me their children can read. My focus
is to to
have the children enjoy reading and to teach all the facets of
comprehension
to all my students. Some questions.............Any opinions about a
guided
reading program in kindergarten? Is it just memorization ( their
fortunate
to have someone reading to them so they have memorized the words)
at this
level when parents say their child can read? If a child is a good
reader
wouldn't he be a good writer? One is decoding and the other
recoding. What
does it say if the child is not a good writer but a real good
reader? Thanks
for your kind responses. Hillary
On Aug 29, 2009, at 7:37 AM, EDWARD JACKSON wrote:
I suppose this would be vital information if we were raising
children to
read word lists, rather than text. Pat Cunnigham advocates
reading names,
which makes more sense to me.
Lori Jackson M.Ed.Reading Specialist
Broken Bow, NE
EMAILING FOR THE GREATER GOOD
Join me
Date: Sat, 29 Aug 2009 03:52:12 -0600
From: [email protected]
To: [email protected]
Subject: Re: [MOSAIC] RtI
The missing link between nonsense words and unknown words is
"meaning"...If the child has "nowhere else to look but at the
word" find
another book or ask for help.
Elisa
Elisa Waingort
Grade 2 Spanish Bilingual
Dalhousie Elementary
Calgary, Canada
The best and most beautiful things in the world cannot be seen or
even
touched. They must be felt within the heart.
—Helen Keller
Visit my blog, A Teacher's Ruminations, and post a message.
http://waingortgrade2spanishbilingual.blogspot.com/
Here's my point: any multisyllabic word, or any word that you
may have
never seen before has a lot in common with non-sense words.
Students must
be absolutely fluent in the alphabetic principal in order to
advance their
reading skills. A non-sense word test does a very good job of
mimicking
what kids need to be able to do when they have no where else to
look but at
the word...no pictures, no adult help, nothing but their own tool
box of
skills...and keep in mind that at some point, even context will
break down
as a way to figure out meaning...
give us good information on how kids attack words they have never
seen
before.
Amy McGovern
Reading Teacher
Direct Instruction Specialist
Educational Consultant
715-966-6645
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To unsubscribe or modify your membership please go to
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