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
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