Sometimes it's easier to point out when they are NOT thinking about the strategies. For example, we read one selection at the beginning of the year and I have them answer the questions at the end of the story, then ask them to close their books and retell what they have read. Most can't. They aren't actively involved in the process.
While reading, ask if anyone has visualized a scene or made a prediction or asked a question in their heads....metacognition is making them aware of the strategies since most of them do these naturally..... Bill ----- Original Message ----- From: "gina nunley" <[EMAIL PROTECTED]> To: <mosaic@literacyworkshop.org> Sent: Saturday, October 21, 2006 12:49 PM Subject: [MOSAIC] metacognition or conscious strategy use > My sixth graders and I are having interesting discussions about the concepts > of metacognition and reading strategies. First, I just need to recount the > types of conversations we're having. > > Metacognition of course is being aware of the "voices in your head" while > you read. Sometimes your head is visualizing, or wondering, or predicting, > etc. It just seems to be doing it on its own. (well in response to text) > Now strategic reading is a conscious choice. Noticing what the mind seems > to want to do on its own, we now try to use those kinds of thinking on > purpose, to increase understanding. > > And this is where the kids get stuck. How do you do this on purpose, and > how do you decide when to do it? First, they complain that all this on > purpose stuff is getting in the way of their reading enjoyment. I promise > them that this intensive and explicit use is short term, just to ensure > that we can do it. > > But I have to admit I am not so skilled at teaching them when to consciously > be strategic. What cue would you use to say...hmmmm think I'll visualize > here and see if it helps. I remember hearing Regie Routman say that > honestly the number one strategy that gets results is simply rereading. > That's easy to tell kids to do. But do any of you have lessons ot ideas on > how to give kids instructions on consciously choosing a strategy? > > I had a student tell me that her head seems to just want to visualize. She > doesn't notice a lot of connections and questions etc. Another student just > wonders throughout the text. Matter of fact I am that kind of reader. > > So , and I know this isn't a new dilemma for MOT teachers, but once again I > am asking myself what I want to say to kids about strategic reading. > > I would love to hear from others how you distinguish metacognition from > conscious application of strategies, and when do you call it a day. And do > you think I have drawn the wrong distinctions between metacogntion and > strategic reading? Gina > > _________________________________________________________________ > Get today's hot entertainment gossip > http://movies.msn.com/movies/hotgossip?icid=T002MSN03A07001 > > > _______________________________________________ > 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. > > > -- > No virus found in this incoming message. > Checked by AVG Free Edition. > Version: 7.1.405 / Virus Database: 268.13.9/490 - Release Date: 10/20/06 > > _______________________________________________ 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.
