I often think of an inference as a conclusion drawn from text evidence (text
words) and the connections that the reader makes. Predictions are a special
type of inference where a reader draws a possible conclusion to a future
event. The prediction is confirmed or not as one reads.
Van
Heather and all,
I agree, we should not hold students back because of their fluency level. I use
the DRA2 alwo to test for comprehension, accuracy, fluency, metacognition etc.
For the student who needs practice at increasing their fluency, I use a camera
attached to my computer. Students read
I observed some wonderful work focusing on fluency. In a computer lab at
one of our schools, they are using Garage Band to allow kids to read
works--their own and that of others--into the program. They purchased these
snazzy headsets that are both microphone and headphones, allowing an entire
I've just uploaded the charts that Cathy uses for mapping her instructional
strategies for the year. This chart was referenced in the comprehension
in-service thread from mid-October.
The documents are located on the Mosaic Tools page at
http://www.readinglady.com/mosaic/tools/tools.htm.
Look
I just use MOT as my guide. I show examples from the stories on prediction,
inference, visualization, etc. and have the kids incorporate those in their
writing. Once they start recognizing examples from their reading, they'll
be able to recognize them in their own work...
Bill
I think that anything by Katie Wood Ray is excellent. She uses a similar
approach to Mosaic. Katie Wood Ray is the person that many teachers involved
with the PEBC use
Shelley Lawrence
Lower School Director
Sinai Akiba Academy
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I too have students who are focusing on increasing speed. They are sixth
graders whose strategy work is progressing well, and they love to read, but
they're painfully aware that their rate is slower than most.
Do any of you have approaches you've used. I only have 30 minutes with this
I too have students who are focusing on increasing speed. They are sixth
graders whose strategy work is progressing well, and they love to read, but
they're painfully aware that their rate is slower than most.
Do any of you have approaches you've used. I only have 30 minutes with this
Katie Wood Ray is great. However, the first people I read on writing were
Nancie Atwell, Linda Rief, Lucy Calkins, Peter Elbow, the Donalds - Graves and
Murray, Barry Lane.
Cathy
K-5
DE
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To: mosaic@literacyworkshop.org
Sent: Sun, 28 Oct
The Salad Lesson is in Tanny McGregor's Comprehension book.
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We certainly can't miss Ralph Fletcher and JoAnn Portalupi.
To: mosaic@literacyworkshop.org Date: Sun, 28 Oct 2007 19:19:18 -0400 From:
[EMAIL PROTECTED] Subject: Re: [MOSAIC] Equivalent to Mosaic Katie Wood
Ray is great. However, the first people I read on writing were Nancie Atwell,
We do Fluency Folders. Students are given a short passage about 200 words or
so. (I use Remedias book called Passages for Speed and Content). Everynight
they read the passage with their parents,and they time them reading the entire
passage. Some of my students even try to beat their parent's
I really, truly have tried to stay out of this fluency discussion because it
turned heated the last round, but . . . I really hate it when we equate fluency
with speed, even when we say we know they're not one and the same. But our
actions and the semantics/word choices we use reveal that many
Well I personally think fluency has pretty much nothing to do with
speed. Yes, nothing. To me, fluency is expressive, mindful, flowing...
not necessary speedy.
Renee
On Oct 28, 2007, at 4:58 PM, Beverlee Paul wrote:
I really, truly have tried to stay out of this fluency discussion
Comprehension Connections?
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