Gina, This is not an answer to your question, but I've learned that strategies are what you use 'on purpose' and consciously--meaning you are aware of 'visualizing, making connections, etc. Strategies become "skills" when they are done automatically---without thinking. I don't know if this helps any, but it was an 'aha' to me. Barbara/6th/FL
-----Original Message----- On Behalf Of gina nunley My sixth graders and I are having interesting discussions about the concepts of metacognition and reading strategies. First, I just need to recount the types of conversations we're having. And this is where the kids get stuck. How do you do this on purpose, and how do you decide when to do it? First, they complain that all this on purpose stuff is getting in the way of their reading enjoyment. I promise them that this intensive and explicit use is short term, just to ensure that we can do it. But I have to admit I am not so skilled at teaching them when to consciously be strategic. What cue would you use to say...hmmmm think I'll visualize here and see if it helps. I remember hearing Regie Routman say that honestly the number one strategy that gets results is simply rereading. That's easy to tell kids to do. But do any of you have lessons ot ideas on how to give kids instructions on consciously choosing a strategy? _______________________________________________ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
