In response to Joy and Jennifer They need the words to describe what they are doing in their? heads and to describe how these strategies help them to understand.?? So...don't we need to name the strategies to do that? It is just keeping the? naming in proper perspective...not the end goal but a means to the? end. What do you all think?
I agree with the needs of children to talk to each other about the strategies. I am just starting to see classrooms where the naming is the goal, not the thinking. (This is sometimes related to complicated graphic organizers.) ? And in response to Joy's concern My fear would be that a state test would ask about a strategy instead of asking a question requiring a student to use the strategy. To me a strategy is something you do to acquire a skill, not something to test.? Our state test is pretty high level, with lots of application on some strategies, esp. inferring. Students have to construct an answer to a question something like this:? Why might the boy in the story choose to be friends with the new girl in school?? Use information from?the passage to support your answer.?Students have between 8 and 11 lines to answer, I think, depending on the grade. A question similar to this one could be asked from second?grade?and up.? I think it would be difficult to standardize strategy questions, but if the answer were constructed, it would be possible, because there could be many possible correct answers is students could?support them. ? **************Create a Home Theater Like the Pros. Watch the video on AOL Home.????? (http://home.aol.com/diy/home-improvement-eric-stromer?video=15?ncid=aolhom00030000000001) _______________________________________________ Understand mailing list [email protected] http://literacyworkshop.org/mailman/listinfo/understand_literacyworkshop.org _______________________________________________ Understand mailing list [email protected] http://literacyworkshop.org/mailman/listinfo/understand_literacyworkshop.org
