Meredith, I like the idea of BEFORE,DURING,AFTER. I think taking part in a phase of the reading process is a good idea, specifically working on strategies in this phase. We talked about this at the end of last year with Kristen and really felt that strategies are something we all need and want to "test" out in our classrooms. I would prefer to stay with my small group that we chose in September. We work in the same district, two of us are from middle schools that feed to the same high school, and the continuity of this will be very beneficial for our students I believe. Carol
Meredith, I like the idea of using strategies and doing so in different groups, but I'm not sure I'd like to focus on pre- or post- reading strategies. I would rather look at during reading stategies. If others want pre- or post- then, okay, but I think it might be more productive to focus on a variety of during reading strategies in the different groups.
(By the way, Matt, did I see you at the Maine Marathon? I was running and I thought I saw you in the cheering crowds. Were you there?)
So far, we seem to still be in favor of working in small groups, and perhaps the same groups we landed in at our last meeting. If Matt is most interested in during-reading strategies, then how would the rest of Matt's group feel about making this their focus? Carol, would you (and the others in your group) like to think about either a pre- or post- strategy focus?
Jay, you felt in September that you weren't sure there was a group whose needs corresponded with yours. Based on what you said, however, about your interest in contextualizing literature and making it immediately releveant to your students, how would you feel about focusing on pre-reading strategies? I frequently use experiential learning as a pre-reading strategy with my students in an effort to create for them the very context you've identified as your goal.
I'm open to being part of a pre-reading strategy group. I think one of my goals with contextualizing literature is to break from some of the older traditions that seem to only have limited relevance and therefore limited results (ie. endless KWL charts, etc.). I am curious to see what we might discover in a pre-reading group.
When a small group met, we proposed this inquiry question: what strategies do students need to access informational text? Related to that question, we pondered how to use writing to support fluency with informational texts. These questions point to the stages of before, during, and after reading; I am game for anything, but lean toward during and after strategies.
Better late than never! I am interested in helping students visualize math problems so I believe I'd find pre reading strategies most helpful at this point. Marion
Meredith,
ReplyDeleteI like the idea of BEFORE,DURING,AFTER. I think taking part in a phase of the reading process is a good idea, specifically working on strategies in this phase. We talked about this at the end of last year with Kristen and really felt that strategies are something we all need and want to "test" out in our classrooms. I would prefer to stay with my small group that we chose in September. We work in the same district, two of us are from middle schools that feed to the same high school, and the continuity of this will be very beneficial for our students I believe.
Carol
Meredith,
ReplyDeleteI like the idea of using strategies and doing so in different groups, but I'm not sure I'd like to focus on pre- or post- reading strategies. I would rather look at during reading stategies. If others want pre- or post- then, okay, but I think it might be more productive to focus on a variety of during reading strategies in the different groups.
Thank you, Carol and Matt, for your responses.
ReplyDelete(By the way, Matt, did I see you at the Maine Marathon? I was running and I thought I saw you in the cheering crowds. Were you there?)
So far, we seem to still be in favor of working in small groups, and perhaps the same groups we landed in at our last meeting. If Matt is most interested in during-reading strategies, then how would the rest of Matt's group feel about making this their focus? Carol, would you (and the others in your group) like to think about either a pre- or post- strategy focus?
Jay, you felt in September that you weren't sure there was a group whose needs corresponded with yours. Based on what you said, however, about your interest in contextualizing literature and making it immediately releveant to your students, how would you feel about focusing on pre-reading strategies? I frequently use experiential learning as a pre-reading strategy with my students in an effort to create for them the very context you've identified as your goal.
A face in the crowd...yes. My wife was running her first half marathon.
ReplyDeleteI'm open to being part of a pre-reading strategy group. I think one of my goals with contextualizing literature is to break from some of the older traditions that seem to only have limited relevance and therefore limited results (ie. endless KWL charts, etc.). I am curious to see what we might discover in a pre-reading group.
ReplyDeleteI am willing to pick from before, during, and after. I probably would lean towards during and after strategies.
ReplyDeleteWhen a small group met, we proposed this inquiry question: what strategies do students need to access informational text? Related to that question, we pondered how to use writing to support fluency with informational texts. These questions point to the stages of before, during, and after reading; I am game for anything, but lean toward during and after strategies.
ReplyDeleteBetter late than never! I am interested in helping students visualize math problems so I believe I'd find pre reading strategies most helpful at this point.
ReplyDeleteMarion