Don’t Teach Strategies: Searching, Self-correcting & Confirming (part 2)

In part 1 we explored the idea of teaching strategies versus teaching for strategic activity and looked closely at self-monitoring and cross-checking.  In part 2 we will continue to explore the notion of helping our students build an effective processing system. "Decision processes that happen in the head" will serve as my overly simplified definition of …

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Don’t Teach Strategies: Self-monitoring & Cross-checking (part 1)

When teaching children to read it is important that we ask ourselves whether we are teaching strategies to our students or whether we are teaching our students to be strategic readers? You might be wondering what exactly I mean by this? What is the difference? *Just to clarify - I am using the word "strategy" …

Continue reading Don’t Teach Strategies: Self-monitoring & Cross-checking (part 1)

Teaching that Blocks the Path to Strategic Activity

When teaching our young students to read we strive to give them the tools they need to be a "problem-solver".  If our students do not develop independence with problem-solving they can become dependent on us, unmotivated to read, and they are more likely to abandon books in frustration when they encounter difficulties. In this post, …

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Why are Running Records Important?

  What are Running Records? Running records are formative assessments used with children that allow you to see what strategic actions they are using during their oral reading.  Running records also allow you to see error patterns which will inform your future teaching decisions.  Running records are quick and easy to administer.  You are able …

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