We have tried to address that--asking our kinder and first grade to simply expose to three or four MOT strategies (and the language of MOT), then asking our 2-3 teachers to go deeper with same. It not meant to have anyone teach to the exclusion of any strategies, but to make sure that every kiddo hears the language and is exposed to the teaching so that the language of MOT can become embedded across the curriculum from 4th grade up. In theory, it sounds like a good plan, but strategy instruction is hit and miss.
Lori Jackson District Literacy Coach and Mentor Todd County School District Box 87 Mission SD 5755 ----- Original message ----- From: STEWART, L <[EMAIL PROTECTED]> To: Mosaic: A Reading Comprehension Strategies Email Group <mosaic@literacyworkshop.org> Date: 2008, 06, Tuesday Of May 20:48 Subject: Re: [MOSAIC] critical concern response to Sandi > Sandi writes: > Either something has gone wrong with the message....OR...something has gone > wrong with the teaching OR both. > > Since I began focusing on each strategy and then build on each one, my kids > LOVE to read. I even got a note today saying thank you for teaching their > child to read because they can't keep her out of the library! I hear from > students years later how much they love to read. > > Sandi, > Do you think our difference of opinion could have something to do with the > grade levels that we teach? I think when children are learning to read you > must need to start somewhere and teaching each individual strategy seems like > a logical starting point. However, when you have done that for 3 years (k-2) > I don't imagine it is exciting or challenging any more for many children. My > parents thank me for running book clubs and getting off of strategy > instruction. Once the child is comprehending what he/she reads at grade > level or above, I believe they have probably internalized picturing, > connecting, wondering, etc. Inferencing may still cause them some difficulty > and certainly struggling readers will continue to need strategy instruction > but when we are continually asking for proof of students' understanding of > each strategy in isolation, I think we are in danger of having children lose > their focus on the book as a whole. Maybe I am reading too much into it but > twice recently during a book discussion my students had "posted" for > instances of author's craft and had made fabulous connections but when I > asked them about the meaning behind the book they looked at me like I had two > heads. Once I began the talk they were able to join me, but it took some > prompting. I would rather my kids read for meaning and were also able to > discuss the individual strategies. This may all be due to my administrators > insistence that we all teach the strategies daily. She doesn't understand > book talk and has said, and I quote, "whoever said it was your job to make > children enjoy reading." Perhaps therein lies the problem. > > Leslie S. > > > > > > > > > > _______________________________________________ > 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. > > > _______________________________________________ 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.
