I modeled for at least one week before beginning to chart. Then I would initiate modeling with a text and invite the students to join me in my thinking. At the same time, I introduced the strategy into guided reading and strategic reading groups with varying degrees of independence depending on the children. I also issued invitations at this point, for example leaving some stickies with a symbol for the strategy (like the ones I used when modeling and when working with my small groups) and issued the invitation for any interested students to apply the strategy in their independent reading. After the strategy had been introduced to all small groups, I usually used a partnered reading activity around the strategy before requiring students to give it a try independently. At this point, there were often 2-3 children who continued to need monitoring and higher levels of support. I guess that what I am saying is, slow teaching making a difference.
Lori On 9/28/07 6:17 AM, "Kendra Carroll" <[EMAIL PROTECTED]> wrote: > > I just returned from maternity leave. My sub taught from the basal. I have > started reading workshop and I am going over tools we use and how to choose > books on our level. However, I am finding that many of my students do not > understand that how to record their thinking or realize what it means. I ahve > done some modeling. I was wondering how you break it down specifically or if > you have any tips that I might use. I feel like I am still getting my feet wet > teaching using this model. > > ________________________________ > > From: [EMAIL PROTECTED] on behalf of Heather Wall > Sent: Thu 9/27/2007 7:56 PM > To: Mosaic: A Reading Comprehension Strategies Email Group > Subject: Re: [MOSAIC] (no subject) > > > > Melissa, > > I always devoted the first 3 weeks of school to a study of metacognition and > saturating my class in strategy talk. I basically wanted them to realize that > this class was different from other classes/teachers they might have had and > that the important thing in here was their thinking. We talked about > justifying our thoughts, having evidence, and the different types of thinking > (connections, questions, inferences, etc.). There are some great lessons on > the tools page about helping kids listen to their metacognitive voice, their > "little me" that sits on their shoulder while they read and makes comments. I > spent a brief week discussing each of the comp. strategies, then after the 3 > weeks was up and I'd "set the stage" so to speak, I backed up and we worked on > connections and schema for 4-6 weeks. I spent about that much time on each of > the strategies, so I really just got another unit on questioning done before > Christmas break > > > _______________________________________________ > 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. > -- Lori Jackson District Literacy Coach & Mentor Todd County School District Box 87 Mission SD 57555 http:www.tcsdk12.org ph. 605.856.2211 Literacies for All Summer Institute July 17-20. 2008 Tucson, Arizona _______________________________________________ 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.
