I partially blame that on the emphasis that most schools put on
reading fluency rate (speed reading) as one means of testing reading.
on our school quarterly assessment fluency rateis given the same
weight as comprehension.
Pat
On Jul 22, 2011, at 4:27 PM, wr...@centurytel.net wrote:
No
I agree Pat and would add initial teaching that didn't help kids use
strategies effectively - the cueing systems and strategies like reading on
and rereading etc. all aimed toward meaning as the ultimate goal. Too much
initial reading empahsizes decoding in decodable (meaningless texts)!! This
i
Readingquest.org
Lots of great strategies for social studies and I believe for science as
well tho some would need tweaking!
On 7/22/11 3:55 PM, "Carolyn Louise Young" wrote:
> I am investigating the use of literacy during science instruction. The
> utilization of reading comprehension strateg
I am a graduate student at Florida
Atlantic University. I am interested in obtaining additional
information on the effects of literacy based science inquiry
instruction on student achievement in reading and science or the
effects of reading intervention strategies during science instruction
on stu
Hi Kathy,
I think we're all in agreement that elementary teachers work hard to
make sure that all students can (and do) read.
It is, however, true that I have students reading well below grade
level. When I see them, the reason is no longer important. I need to
figure out the best way I c
Now I want to clarify. I don't mean students cannot decode. Or at
least I don't think that's what I mean. I have students every year who
can say every word on the page out loud. They can even explain what
each word individually means.
If I ask for an explanation of what the entire page
I am investigating the use of literacy during science instruction. The
utilization of reading comprehension strategies during the reading of science
text could influence students' achievement in reading and science. What
comprehension strategies would you recommend to use during science that w
Let's not also forget that "test score success" as a number one
priority shortchanges many children of a quality education. Better
that teachers should speak out more about the inequities and
realities of wasting time and money testing young children whose
teachers know very well which chil
I agree! This is why teacher salary should not be based on test scores.
Usually the students I "work the hardest" with do not meet the grade level
standards and still bring down the class test score average. Even though
they made have improved the most through the year. And let's not even talk
Something else to consider here, is that for a student to reach middle
school and have only minimal reading skills your special classes like Art,
Music, and even Physical Education have so much reading that these classes
become nightmares for students because typically their academic support
Another keeper and to be shared widely. This is beautifully said Renee. I
will do all I can to keep your soapbox standing!!
Sally
On 7/22/11 10:58 AM, "Renee" wrote:
> I absolutely agree with this. Taking students out of Art, Music, and
> PE sends a message that only some parts of the curricu
Not only possible, but very, very probable!
Renee
On Jul 22, 2011, at 9:51 AM, Margy Hillman wrote:
isn't it possible that "punishing" the child will have a negative
impact on the child and his or her motivation to read. plus,
mightn't it send the message that art, music, PE aren't part of
Denise, I don't think that a student who completes all high school
course work should be denied a diploma or graduation ceremonies because
of a low score on a state-mandated assessment. I think it's a breach of
faith on the part of the adults to deny such a thing. We are creating a
nation of dr
I absolutely agree with this. Taking students out of Art, Music, and
PE sends a message that only some parts of the curriculum are
important, and also deprives children of equal access to the
curriculum and, subsequently, a well-rounded education. There are
lessons to be learned in Art, Mus
isn't it possible that "punishing" the child will have a negative impact on the
child and his or her motivation to read. plus, mightn't it send the message
that art, music, PE aren't part of why we read?
From: jayhawkrtroy fredde
To: Mosaic: A Reading Comprehe
Yes they need intensive instruction, but they should not be taken out
of art, music, PE at least not completely.
On Thu, Jul 21, 2011 at 3:55 PM, Denise Diana Saddler wrote:
> I agree with the fact that if a child is unable to read by the 3rd grade then
> the child should be taking out of extra
I agree, I read online that Obama is planning to meet with several
CEO's from across the country to discuss changes in education.
Shouldn't he be meeting with lifelong educators who truely have the
children in mind not polictics.
On Thu, Jul 21, 2011 at 4:42 PM, beverleep...@gmail.com
wrote:
> We
I think one thing to try is have them turn it in weekly. I will save
you the task of looking at it daily as well. Encourage them to read
the same books at home as they read during independent reading in
class. They need to go to the library more often than every 2 week, I
think also.
On Sun, Jul
Okay here are articles which describe the conversational letters used in
reading classes. I am not myself expert at actually finding old articles
but hope some of you are!
The two that inspired me to try the strategy were
Five, Cora Lee. (1986). "fifth graders respond to a changed reading
so true Beverly! Particularly Texas who is just now starting their revamped
TAKS test (STARR now) where I live which I really feel is a joke and puts undue
stress on students in 3rd grade
Tina
From: "beverleep...@gmail.com"
To: Mosaic: A Reading Comprehe
I to agree with the point of developmental development. I taught in a resource
setting at the 4th/5th grade level for 10 years. Students would come to us as
non-readers and leave 5th ranging from 2nd to 5th grade level. While we worked
very hard with intensive programs we had the added benefi
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