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shared by Pam Wolff on 25 Jul 12 - No Cached

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On the topic of prereading and scaffolding, the most recent version takes care to "leave room for a wide range of instructional approaches" that engage students in reading, while at the same time "setting some basic parameters based on the standards," such as ensuring that scaffolding "does not pre-empt or replace the need to read the text,"
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To argue that meaning resides solely in the text is antithetical to several decades of research which shows that meaning is in the interaction of reader and text,"
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"In too many classrooms, the actual text never enters the discussion," he said. "It's all about kids' feelings about it, or their experiences related to it. The teacher spends 45 minutes wallowing in that space, but never gets into the information in the text."
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"to do quite a bit of framing to get my kids to the point where they can wrestle with the text."
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oesn't need to be an either-or,
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To do that, teachers have many strategies at their disposal, he noted. They can supply information upfront, when appropriate. They can plan a cold reading but assign texts leading up to it that will fill in knowledge gaps. They can ask students to read a group of surrounding pieces in conjunction with a central text.
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