I agree with you, Joy. Interestingly enough, our students didn't do too well
this year on the Connecticut Mastery Test in the area of making connections.
The funny part of that is that we teach our students explicitly how to make
connections verbally. I've done demonstrations lessons in our classrooms, and
our teachers teach our students religiously how to make connections. Our
students can even tell us the various kinds of connections readers make to the
texts they read. The key on our state test, though, is that our students need
to WRITE about the connections they make, and we seem to assume that if our
kids can talk about their connections, they can write about them as well--go
back into the text to validate their answers to questions. And I don't think
they're doing that. Our kids figure if they answer the question correctly,
they've done what they need to do. State tests, however, require some kind of
validation. How do we address this?
________________________________
From: [EMAIL PROTECTED] on behalf of Joy
Sent: Wed 1/17/2007 5:12 PM
To: Mosaic: A Reading Comprehension Strategies Listserv
Subject: Re: [MOSAIC] Mosaic Digest, Vol 5, Issue 15
Funny, my students who have been diagnosed with learning differences do fine
with inferring, it's finding facts and details within the text that they
struggle with. I think all the years of not "getting" it have made them very
good at taking sketchy information and stitching it together to make sense.
This is just my unsceintific observation. I noticed this in second grade, as
well.
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
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