Yes, Heather it is on p. 87 of Teaching for Deeper Comprehension. Linda and Carla have grouped under the goal of participants internalizing language as...restating, inviting, acknowledgeing, focusing/refocusing, elaborating, providing evidence, requesting clarification, and posing questions for the group. They describe the behavior/definition and then the teacher scaffold. For providing evidence they say, "Supporting one's own or another's thinking; examples can be inside or outside the text." Teacher scaffold could be, "Can anyone else give an example of___ from the text?" and "Has anything like this ever happen to you or someon you know?" They also list making connections, predictions, recalling, inferring, and visualizing under the goal for participants to share and/or question their comprehension processes before, during, and after reading. What I love about this book is that they give the theory behind their practical application. It is amazing to have read the texts that provoked their thoughts. It really has given me a deeper understanding of what their thinking is. It is also nice to see the how their thinking has been shaped by research, the research of others, and their work with teachers and kids. Someone asked me earlier what my conversation moves, co-constructed chart, sounded/looked like. Well it is at school; but, the kids and I talked about and watched the DVD lit. group clip from TDC and recorded what/how kids connected their talk in discussions. Through that notetaking/observing we listed on one chart what kids did and then on another the language they used. We added our own language to the second chart also. So, one chart might say Agree/Disagree and the other chart might say, "I agree with ___ because...." I have been reading some of the new Comprehension/Fluency Fountas and Pinnell book that Deb suggested. I was excited to see that they had used the Instructional Conversation research in their book: it seems like a list of "whats". I often wonder why some authors cut out the why and move directly into the how/what. I wonder if this causes teachers to stay at a procedural levels and unable to see abstractly and transfer this knowledge to future teaching or to really understand why the do what they do...rather than just do. But, maybe it is there...I have only flipped through the pages and read those chapters pertaining to literature discussion groups. I was happy to see that this book moved from emergent literacy to fluent levels of eight graders. Teresa T.
Heather Wall <[EMAIL PROTECTED]> wrote: Teresa, The Dorn and Soffos book you mention below when discussing Text Talk - is that "Teaching for Deep Comprehension"? Is that where I need to look to find more info on Text Talk and the Conversation Moves chart? Thanks, Heather Wall/ 3rd grade/ Georgia NBCT 2005 Literacy: Reading - Language Arts ----- Original Message ---- From: Teresa Terry To: [EMAIL PROTECTED]; Mosaic: A Reading Comprehension Strategies Listserv Sent: Friday, December 22, 2006 2:15:57 PM Subject: Re: [MOSAIC] Ellin, when comprehension strategies become the reason for reading. . . Lori, That is one book I do not own....yet. Could you talk about the different categories and the coding of conversations? For an action research project I did analyze the change over time in teacher/student talk in regards to Dorn and Soffos' Text Talk which included posing questions, clarifying, elaborating, supporting thinking with evidence, etc... I also looked at each chain of talk and classified it as literal, inferencial, and evaluative to determine if thinking deepened with the use of text talk/students' own language which produced the same behaviors. After each literature discussion we go over over Conversational Moves chart _______________________________________________ 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. __________________________________________________ Do You Yahoo!? Tired of spam? Yahoo! Mail has the best spam protection around http://mail.yahoo.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.
