I'd like to add that you should also schedule times for an individual reading conference, where you do running records.
[EMAIL PROTECTED] wrote: Hi, I think listening to children read is crucial at all elementary levels. If more teachers listened to their children, checked fluency and saw if they were using fix-up skills, then we would have less students who need remediation. I always thought that teachers should be listening to children during guided reading and as they become more proficient, release them to more silent reading. The problem lies there; teachers quit listening! Also, most children enjoy reading out loud in small groups, even intermediate grades. They beg to read, if you have them at the right level and in a supportive environment. You also do not have to read every paragraph out loud. You have them read the paragraph where they found text evidence to something someone questioned and then use it for discussion. Many times this is inferential. They like being like everyone else. So the answer I would give to the first grade is gradually release them, but keep listening, just make it purposeful for you and the reader. Everything in balance! Marsha _______________________________________________ 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. Joy/NC/4 [EMAIL PROTECTED] How children learn is as important as what they learn: process and content go hand in hand. http://www.responsiveclassroom.org __________________________________________________ Do You Yahoo!? Tired of spam? Yahoo! Mail has the best spam protection around http://mail.yahoo.com _______________________________________________ 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.
