Thanks Kellli,
You are right I do use mentor texts, just never you that name for it.
Michelle
On Dec 30, 2006, at 7:26 PM, RICHARD THEXTON wrote:
A mentor text is a book/story, either fiction or non-fiction that you
have read to your class for enjoyment, then you can go back and use
it again
A mentor text is a book/story, either fiction or non-fiction that you have read
to your class for enjoyment, then you can go back and use it again to teach a
concept, strategy, etc. Each time you go back to your mentor text, you might
use just one page or passage to teach whatever concept you a
What do you mean by "mentor texts"
On Dec 30, 2006, at 5:44 PM, [EMAIL PROTECTED] wrote:
I am reading with earnest all the talk about strategies. I think the
point i
want to reiterate is that the strategies are comprehension
strategies... not
just reading comprehension strategies that are u
I am reading with earnest all the talk about strategies. I think the point i
want to reiterate is that the strategies are comprehension strategies... not
just reading comprehension strategies that are used for more challenging
text. I really agree with the comments about teaching metacogni
How do you practice this?
Pat K
"to be nobody but yourself -- in a world which is doing its best, night
and day, to make you like everybody else -- means to fight the hardest
battle which any human being can fight, and never stop fighting."
e.e. cummings
On Dec 30, 2006, at 4:57 PM, [EMAIL PRO
Kelli,
I agree with you. The Texas test requires a great deal of inferential
thought from 3rd Grade on up. We have coordinated the thinking on math,
science,
and social studies to fit with the thinking required in reading so the
students apply sound thinking skills to all their school liv
Helen,
I would love to see what your conversation ideas were??
You can email me off list if you'd like: [EMAIL PROTECTED]
On 12/22/06 11:40 AM, "Mary Helen Chappetto" <[EMAIL PROTECTED]>
wrote:
> I sent home
> ideas of conversation starters for families to use over break and beyond and
> some
Think process over product, strategic over haphazard. Kids need to have a
strategic comprehension process that they can retrieve and use at a point of
difficulty, just as a child learning how-to read needs reading strategies. We
can teach kids the process of how-to think about what they are re
On Dec 30, 2006, at 8:26 AM, [EMAIL PROTECTED] wrote:
> Renee says: "Of course they go together, but I just don't feel that
> it's
> important for students to be identifying their strategies, certainly
> not as important as just using them."
Before I start, I do want to say that "Mosaic of Tho
Lori,
I have no problem with teaching the strategies or even putting a name
to them for students, pointint them out, but I see no purpose in asking
children to understand, identify, and/or name the strategies they are
using. I guess I see that the way I see diagramming sentences as an
Is it possible to agree with you both? As successful adult readers, I believe
we do practice these strategies as we read but
that they have become second nature--perhaps for some of us they always were.
I am thinking this natural application of
strategy is akin to what Ken Goodman has said ab
Renee says: "Of course they go together, but I just don't feel that it's
important for students to be identifying their strategies, certainly
not as important as just using them."
I find this thread fascinating...especially now that the holidays are over
and I can concentrate on it! Wh
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