Wow. What thoughtful and detailed answers! Thank you all for your input.
An aside: Last year I bought and used Stephanie Harvey's Comprehension
Toolbox. (I tried several of the lessons.) I found the lessons to be spot on
for my ESL students. They provided the scaffolding necessary. Plus, the
s
Kim, I think you should do whatever you are comfortable with in terms of the
test you are sitting….but given that half your students are ESL and you have a
couple of attention issues you might like to just consider the following. You
are happy with their understanding of ‘fiction’ but they nee
Kim, I just had another thought. You comment that they have a problem with
inner voice. I just had a look at both google images and flickr and there are
a number of photos that you could use to promote and support your discussion on
the textthe visual helps give the students make connectio
Thanks again. That makes sense. What would I do without you, haha.
On Fri, Nov 28, 2008 at 10:20 AM, <[EMAIL PROTECTED]> wrote:
> Some of the story lines are surprisingly okay in those levels, as told
> through the pix. Even though they aren't necessarily using the strategies
> WHILE decoding a
Some of the story lines are surprisingly okay in those levels, as told through
the pix. Even though they aren't necessarily using the strategies WHILE
decoding at a high level, they are reading a book that they comprehend and can
use and articulate strategies. And, of course, they're using the
How do have kids practice comprehension strategies when the books they are
reading at their level are not conducive to that? For example, some of my
first graders are reading levels C or D still. Thanks!
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Hey Kim...
You have come to the crux of the issue and why I was asking you to read your
chosen text as a reader and as a teacher. You are integrating social studies
content with reading skills. You are teaching both. Check your entry...are
you being assessed in this entry on curriculum inte
