My thoughts exactly that's why I shy away from this separation between
strategies and skills in reading. It seems to me that every skill is connected
to a strategy. Strategies are so much more profound and encompassing that the
skill is superflous. Does this make sense? What do y'all think?
I agree that literature circles can be a great way to hand over some
responsibility to students and provide a venue for them to have choice,
become engaged in reading, AND form a community of learners AND use MOT
strategies. I know that sounds all nice and happy, but it works. I did
graduate work
There was a typo in the web address. It is missing an "r" in primary. That's
why it wouldn't come up!
Ellen K Closs <[EMAIL PROTECTED]> wrote: Oops...sorry. Since geocities is a
free website (for what I am doing), I am
limited each hour as to the number of viewings. If you get that mesage, try
Oops...sorry. Since geocities is a free website (for what I am doing), I am
limited each hour as to the number of viewings. If you get that mesage, try
again later. Sorry:(
Liz Hill writes:
> It says that the page cannot be displayed. Can you check the link?
> - Original Message -
It says that the page cannot be displayed. Can you check the link?
- Original Message -
From: "Ellen K Closs" <[EMAIL PROTECTED]>
To: "Mosaic: A Reading Comprehension Strategies Listserv"
Sent: Thursday, March 22, 2007 10:30 PM
Subject: Re: [MOSAIC] Reading Literacy and Literature Circle
Go to: www.geocities.com/iteachpimary/reading and scroll down to book clubs/
lit. circles:)
Ellen:)/looping 2-3/MI
E-Mail: [EMAIL PROTECTED]
AIM: clossell
Proud owner of:
NEW! www.geocities.com/iteachprimary (updated 3/10/07)
www.geocities.com/campingteacher2006/ (updated 2/3/07)
www.geocities.
I know that I have this, but can't find it. I'm looking for a
correlation chart that shows how reading strategies, problem solving and
6-traits can be taught together. Can you help?
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Here are the different types. I teach
Red Light Questions
Stop & think because the answer cannot be found in the text.
Yellow Light Questions
Slow down & search. You need to look in more than one place to put together
your answer.
Green Light Questions
Go & find the answer direct
That's what I get out of my Wilson training--it doesn't fit with what my
view of reading is. I am not a huge fan of it though I know of other reading
specialists who like it. I am guessing it depends on your personal philosophy
of
what reading entails.
Jennifer
Maryland
In a message dated
Have you had a chance to try this with a group of students? What did you find
helpful when you started? What suggestions would you give to someone just
starting with this method of teaching?
Joy/NC/4
[EMAIL PROTECTED]
How children learn is as important as what they learn: pr
I have been working in the Wilson Reading Program for 3 years now. It was
designed to help children who are older and having difficulty with decoding.
I work with a special education population and the program has really helped
them decode. It works with fluency and accuracy. It was not
In my present Children's Literature course we are engaging in Literature
Circles. I find this strategy very effective in encouraging students to share
ideas, thoughts, and opinions on a text. Rather than just writing a "book
report" children are given an oppurtunity to think, summarize, illus
Our staff has been going through training this week on these programs. Can
anybody tell me if and how one uses these in a whole language approach? I
just attended the Heinemann Institute with Ellin Keene in December. I agree
with her in the 50/50 approach between word level and comprehension.
I do not remember the discussion, however I think the QAR (Question, Answer,
Relationship) is a decent strategy for helping kids to analyze test
questions. Are you familiar with that?
Terry/Fl/3
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Here are some ideas that I found in my search.
Skills are automatic procedures that do not require thought, interpretation,
or choice.
Skills are product-oriented, observable behaviors such as answers to
questions, answers on tests, skills lists, and taxonomies.
Skills instruction stresses repeate
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