Hi Diane, We have gone through similar struggles with students at our school. There are some (and I can relate to them) who want to read it all first--then peel it apart. I do it like this: 1. During short lessons like the ones from the toolkit they must participate AS we read because of the nature of the turn and talk. I think it is not too much to ask because in the toolkit we are dealing with short text AND often the text is difficult enough to demand stop and think from all readers as they go. 2. During class books--especially if the students are higher readers--they may read the whole thing and return for a second look --posting and noting with us on their second round. They may not "give away" things to other readers. 3. I also, at least once, give them a text that is too difficult for them so they can see the benefits of stopping as you go in order to figure out what is happening. Often, I think, they are resistant to the stopping because the text is not much of a reach for them and they feel frustrated with the slower pacing. Once they see what it looks like with a harder text, they begin to understand why we might do all the stop and talk. Did your student even want to read the Stealing Beauty article without stopping?
-- Sincerely, Bonita DeAmicis California, Grade 5 -------------- Original message ---------------------- From: Diane <[EMAIL PROTECTED]> > I did the first two Comprehension Toolkit lessons (by Stephanie Harvey & > Anne Goudvis) this week. They went really well. The students were very > engaged and really enjoyed the lessons. I was surprised at, and very > impressed by, the level of discussion among my fourth-graders. They made > the same kinds of comments that were made in the demo lesson provided in > the toolkit. (I tend to view demo class lessons with a little bit of > skepticism, wondering how true-to-life they are.) > > I am so encouraged by how well the lessons went. I only have 60 minutes > for the lessons, so I have to move pretty fast. I was able to pack it > all in during the time period. > > Even the "Stealing Beauty" lesson went very well. I only read the first > few paragraphs of the article as indicated in the demo lesson. (I wonder > if some who had trouble with this lesson read the entire article.) We > had great discussions with only the excerpt. These students were not > taught comprehension strategies in an explicit way in the lower grades, > so I'm very inspired by their progress. I have been modeling the > strategies in our read-alouds but haven't done a full-blown lesson on > them. They must have connected with the modeling much more than I knew. > > I have one gifted student (and an excellent reader) who complains about > the stop and think sessions. She told me that she wants to read the > whole story THEN discuss it. I told her that I will give her the > opportunity to read through books will we read together beforehand. The > drawback is that she isn't able to participate with predictions and some > inferences because she has/will have already read the books. I am > certain that her participation would be beneficial to our discussions. > Suggestions? > > Just wanted to share, > Diane/4th > > http://www.comprehensiontoolkit.com/ > > > > > > _______________________________________________ > Mosaic mailing list > Mosaic@literacyworkshop.org > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > _______________________________________________ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
