Hello everyone; I just thought I'd weigh in on your discussion today because I think the question Joy raised and Martha and Cathy responded to is a very key question and one a lot of teachers are discussing around the country right now. Of course, what matters most, as Cathy says, is that they understand. But I want to argue that we will never fully know what/how/if they understand unless we teach them the language to fully define and describe their thoughts. That's why the comprehension strategies have been so important, in my teaching, anyway -- they help show us the way in to children's thinking. Without having the language to define and describe their thinking, I worry that too many of us would either assume that they're not thinking at high levels (when they really are, but just can't articulate it) and/or turn to the kids (I often call them the usual suspects!) who very naturally (and with a lot of help at home, often) learn to articulate their thinking. I worry that we've always assumed that the usual suspects were thinking at a higher level when in fact, they're just better able to articulate what they're thinking. The strategies give everyone the opportunity to describe their thinking. What I am trying to argue in this book, though, is that the strategies are merely a means (albeit a very effective means) to an end – that end is understanding – but what do we really mean by understanding!? ellin
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