Instructional Conversations were part of a study that was concerned with
providing best practices with students who were from the low socioeconomic,
limited English student. As part of this study teachers and the researchers
taped themselves and viewed them according to the IC scale. By using I
I have read with interest everyone's comments about strategies becoming too
much the focus of children's reading and want to just throw in a quick
thought or two. I, too, am concerned with the strategies assuming too
prominent a role in children's understanding and that is the central idea in
the
Ellin,
We are honored.
Thank you
- Original Message -
From: "Ellin Keene" <[EMAIL PROTECTED]>
To: "'Mosaic: A Reading Comprehension Strategies Listserv'"
Sent: Thursday, December 21, 2006 1:37 PM
Subject: Re: [MOSAIC] when comprehension strategies become the reason
forreading. . .
Ellin, I agree about the importance of discussion--and it can't just be
unthoughtful discussion. I think we need to reflect on and continually try to
elevate the quality of the talk in our classrooms--and to expect our students
to be able to rise to that level. I'm reading Around the Reading W
Teresa,
I actually composed a reply earlier today, but my Internet service provider
had it's fiber optic cable severed and we have had limited service.
Thanks for the link, I've begun reading it, and the accompanying links
suggested by the author in an effort to grab hold of what you are
Ellin,
As a 4th grade teacher, I have found that my jump is to teach (as you
said) how the strategies help you to understand what you've read. I
think the teachers in the younger grades have done a good job in
teaching what the strategies are but I don't think that they realize
that good reade
This discussion now runs into the same ideas I have been mulling over about
teaching strategies in a cluster...showing students how, for example,
questioning and inferring can work together. We often infer answers to our most
thoughtful questions!
Ellin, am I right in drawing the conclusion
Let me give an example using QAR:
I taught it, the kids understood it and were able to identify whether the
questions were "in their heads" or "in the book".then we checked our
answers.
Me: "where did you get that answer? you marked it as 'in your head'...
student: "here's the answer (poi
Hope everyone is getting rest and relaxation this holiday season, but I've
got a problem: I'm not getting any thinking from my 8th graders.at
least not anything I want. I know I'm not expecting too much from them
since other years have not been sosomere words can't describe them.
Let
Hello, I'm new to all this and am just jumping in...and I hear
you!...but, I would have the students make a rubric for grading the
assignment, and have them self grade as well as evaluate them myself.
Brainstorming what is a good/excellent student paper/response first and
then giving the assignmen
This 'conversation' is so interesting! We just finished our 2nd quarter and
we completed 1on 1 reading tests on all students k-3. We are finding that
comprehension is holding many of them backit is in the coversation about
their thinking that really holds them back, as well as recalling
i
Hello Mary Helen!
What are the teachers already doing to help
w/comprehension?
Lisa
2/3 IL
--- Mary Helen Chappetto <[EMAIL PROTECTED]>
wrote:
> This 'conversation' is so interesting! We just
> finished our 2nd quarter and
> we completed 1on 1 reading tests on all students
> k-3. We are findi
William and Carolyn,
I like Carolyn's suggestion, but would like to take it one step further. Show
them something you KNOW they will HATE. Hate is such a strong emotion, and very
often kids can find lots of derisive things to say, especially at this age.
It's not cool to have a favorite; if yo
Ellin,
Is there any part (chart/page) that you can release from your up and coming
book/presentations that would further our thinking??? I don't think I can wait
until 2007!
As far as...to comprehend, I'm thinking that just like there are different
levels of understanding vocabulary
Great quesitons!!!
As I read your email I began wondering:
1. When does being metacognitive about strategies impede the actual
comprehension/fluency of text?
I know we want our students to monitor their comprehension and use strategies
to gain meaning; but, do we want students to b
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