Hi everyone; In reading Autumn's posts and the thoughtful responses to them, I wanted to throw in an additional suggestion regarding signposts. I'd like to suggest that the Outcomes of Understanding that I outline in Chps. 2 & 9 might provide signposts related to how deeply children understand. If, for example in reading fiction, they can describe ways in which they empathize with a character or conflict that may indicate a "higher" level of comprehension. If they wish to advocate in some way to make a change in their community after reading a newspaper article, that too might indicate "deeper" understanding. I'm curious to know if you all see the Outcomes as potential signposts.
Thanks, ellin Jean, I'm really wondering about during the actual teaching of the lesson. My lessons are planned in a series (or maybe a rough sketch of possible lessons is more like it) and I am trying to figure out if they are critical points within the lesson where I drop my plan and go with the kids. I'm thinking that there are definitely times where you go with the kids and times when you stick with your plan. If my role is to help them construct meaning can I more effectively navigate the lesson based on their responses? I'm trying to pinpoint those actual moments where you maneuver within your teaching--are there certain signposts or indicators? Can we name them? Are they predictable enough that we may be able to start anticipating them? Thanks for you helping in trying to uncover this. So...what do you think? Autumn _______________________________________________ Understand mailing list [email protected] http://literacyworkshop.org/mailman/listinfo/understand_literacyworkshop.org
