Angela, Ah! New computer...please ignore last response if it went through! Anyway...thanks for posting your procedure. I do a similar lesson, but not with the laminated folders, which is brilliant! It was a neat twist to add the "trash" pocket...I think I may "borrow" that if you don't mind! ;o) I generally use the Solar System for my lesson, and I do use fiction and non. BTW...could you use "Private I. Guana" by Nina Laden as a fun fiction read aloud to tie into your nonfiction iguana lesson? It's not rich, deep text...but it is fun! :o) Lisa 2/3 IL --- Angela Almond <[EMAIL PROTECTED]> wrote:
> I have used the file folder lesson several times. I > teach fourth grade. > I actually took file folders, glued a book pocket > that said "Trash" on the > outside of it, and a blank book pocket on the > inside. Then I laminated > them. I made about 20 of them so I can reuse them > each year and the > studens can have their own to actually add things > to their "file > cabinet." I also cut up lots of different color > construction paper into > very small strips. > > I introduced the concept of schema being like a > filing cabinet in your > brain. Then I pulled out a nonfiction magazine > article. I usually use > one about pet iguanas. First, I tell them I have to > decide what I'll be > reading about. After I decide the article is about > iguanas, I write > "Iguanas" on the tab of the folder with a Vis-a-vis > marker. We talk about > how that file is kept in the drawer labeled > "Animals" and how I have to > sift through my files to locate this particular > animal. I make a big deal > about closing my eyes and reaching in my head to > open the drawer and sift. > Then I model activating my schema on iguanas by > writing things I already > know on strips of paper and putting them in the > folder. I purposefully > come up with some things that I know are not true. > (For example, I say, > "I have heard that iguanas often bite people's > fingers off." Something I > know is not true and will get the kids VERY > interesting.) I don't put > them in the book pocket in the folder. I tell them > that pocket is only > for proven knowledge and since I've never actually > read anything about > iguanas, I'm just placing it in the folder for now. > > Then I start reading the article. I stop after each > paragraph and add to > my schema by writing new pieces of information on > strips of paper. These > can go in the book pocket inside the folder because > they are proven facts. > If I read something that I have already written on > a strip, I add that to > the book pocket. If something that I have written > is disproved, it goes > into the trash pocket on the outside. > > After I finish reading, we talk about the strips of > paper that are left in > the folder but are not in the pocket. We discuss > how these are things I > know but are not proven facts and they just stay in > there until I read > something else. I go back and reread everything I > have learned from the > article. I then make a big deal about opening up my > "Animals" drawer and > putting the file back in. > > They then go and practice on their own using a > nonfiction book of their > choosing. They each have a file, strips of paper, > and a Vis-a-vis marker > to use during the activity. I also keep these > things in a basket in my > classroom library and tell them they can use this > activity anytime they > are reading if they need help activating my schema. > I have actually had > several kids do it during SSR. > > One thing I'm going to add this year because I think > it has been the link > that has been missing in my lesson is that I am > going to find a fiction > book to go along with the non-fiction text. (Which > means I might not be > able to use my iguana article.) On another day, I > will pull out that book > and we will decide what cabinet and file I need to > look in to find my > schema for that book and I will model the process > all over again with the > fiction book. I hope this will allow my kids to see > it is not just > important to make a new file but to continue to add > and adjust them, as > needed. > > This is one of my favorite lessons and every year I > cannot wait to teach > it. I would love to hear how you and your teammates > adjust it and the > outcome of your research! > > Good luck! > > Angela Hatley Almond > Fourth Grade > East Albemarle Elementary School > > "Mosaic: A Reading Comprehension Strategies Email > Group" > <mosaic@literacyworkshop.org> writes: > I > > know there are some of you out there who have done > Debbie Millers' file > >folder lesson for teaching schema and connections. > We are probably using > >this > >one for our next round of lesson study. What I am > interested in hearing > >from > >all of you is how it has gone for you and what > modifications you have > >made, if > >any, to help your kids get the idea of schema... > >Jennifer > > > > > > > _______________________________________________ > 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. > > ____________________________________________________________________________________ Luggage? GPS? Comic books? Check out fitting gifts for grads at Yahoo! Search http://search.yahoo.com/search?fr=oni_on_mail&p=graduation+gifts&cs=bz _______________________________________________ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. 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