Running Records! I feel like it's been so long since they were mentioned. I am actually pretty jazzed with myself for still using them to analyze my students needs... and I simply used a blank sheet of paper too.
In this chapter Serravallo discusses the three cuing systems that skilled readers use in order to make meaning of what they are reading -
M=Meaning,
S=Structure, and
V=Visual. At first, I thought I remember using these strategies when I taught first and second grade. Then Serravallo tweeted this eye-opening article: Click on the birdy :)
The article discusses the need to rethink how we teach sight words in the U.S. The author, Nell K. Duke, has good tips and sound reasoning on why there is a need for change. This article hit home, because I had a handful of students that struggled
to read in 6th grade and I often felt unsure of what to do to help
them. One point that made total sense is that teachers have often taught these amazing strategies too early in a child's development for them to really understand how to use these strategies on their own. Duke shares that strategies should be taught later at a later age when students have had a more solid foundation.
What are your thoughts... any strategies you use that you have found useful in teaching sight words?
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