I would suggest that you emphasize the importance of modeling the roles for
students and teachers taking time to really teach these as well the
procedures when they introduce literature circles. Teachers often make the
mistake of jumping into these without teaching these procedures and roles
then
It's often difficult for teachers to do both of these things, but it really
makes sense. Parents and educators need to know whether students are
meeting expectations for the grade level so some assessments on grade level
help provide this information. These assessments should align with
benchmark
titles? I also would like to read something about helping my struggling
readers.
- Original Message -
From: "Elizabeth Sammons" <[EMAIL PROTECTED]>
To: "'Mosaic: A Reading Comprehension Strategies Email Group'"
Sent: Friday, December 14, 2007 6:57 AM
In my experience as a K and 2nd grade teacher, and now as an Instructional
Coach, I have found that comprehension is taught in the primary grade, but
not as extensively as it should be. In addition, since many students lack
the background knowledge they need to make sense of the texts they read,
p
We are struggling with the same issue. I'd love to learn about what others
are using. Our teachers are meeting during their planning periods tomorrow
to discuss this with someone from our central office. Any suggestions would
be very welcome.
Laney
-Original Message-
From: [EMAIL PROTE
Perhaps we need to both provide texts that are relevant to their lives to
nurture comprehension, but also introduce texts (with much scaffolding) that
may relate to things unfamiliar to help expand their background knowledge.
Laney
-Original Message-
From: [EMAIL PROTECTED]
[mailto:[EMAIL
