Monday, March 27, 2006
Modeled to Guided to Independent
During some observations recently I've been thinking about transfer of skills into students' independent work. How can teachers create an environment where reading comprehension strategies, for example, are sufficiently modeled and practiced so that they become ingrained into students' independent work? How do we create a connection between the basal worksheet, STARS workbook, or any other resource to independent reading? Is there sufficient practice with support (guided reading) to help students play with the strategy? Is there monitoring of independent reading to assess whether the strategy has actually transferred? Routman talks about the gradual release of responsibility and I think that phrase says a lot. This is where the art and science of teaching collide. When to release students to independence does not have a simple answer. Any thoughts?