Predictions are not “right” or “wrong”
Posted on January 5, 2021Share This Content
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This is the fourth and final installment in a series on conferring with transitional stage readers reading informational texts. Just a reminder, tip #1 was about supporting readers when they struggle with word-solving; tip #2 was about assessing and coaching for fluent reading; and tip #3 was about assessing for literal understanding of the text. …Read more
Our students may need a reminder to use multiple sources of information to figure out a word – meaning cues (context & pic clues), visual cues (the letters in a word), and syntax cues (how the language sounds). They may need to learn to ask questions like: Does that make sense? Does that look right? …Read more
Here’s a quick and easy assessment for the beginning of the year–read aloud a text or provide short texts for students to read, then provide a prompt and ask them to sketch (k-1st) or write a response (2nd-8th). You know your objectives for teaching as far as curriculum, but you also need to know what …Read more
Recently I watched 60 Seesaw videos of fifth grade students reflecting on a THIEVES lesson. I’d posed these questions for reflection: “Were your predictions on track? How were they helpful (or not) to you as a reader?” What I noticed was that many students commented about whether their predictions were “right” or “wrong.” This made …Read more