Hi Shannon, You might want to try using scrolls and textmapping. My first work was with middle school and high school students. At that age they like to discover things on their own. Scrolls provide the perfect environment for cooperative, discovery-based learning. Textmapping engages students in text and really helps them think about process -- about what comprehension is, and how to go about building it.
Might I suggest that you go to: http://www.textmapping.org/teacherTraining.html On that page you will find three hands-on exercises that you could try with your students. They are listed under textbooks, poetry, and fiction. The fiction exercise is lots of fun -- and will really get them thinking -- but it requires quite of bit of historical schema, and the scrolls are long. So you'll need two or three class periods to complete it. The textbook and poetry exercises, on the other hand, are simpler and more forgiving. If scrolls and textmapping are new to you, you can read more about them here: * http://www.textmapping.org/whWorkshopNotes.html * http://www.textmapping.org/textmapping.html Don't hesitate to email me if you have questions. Good luck! Dave Middlebrook The Textmapping Project A resource for teachers improving reading comprehension skills instruction. www.textmapping.org | Please share this site with your colleagues! USA: (609) 771-1781 [EMAIL PROTECTED] ----- Original Message ----- From: "Shannon Brisson" <[EMAIL PROTECTED]> To: "Mosaic" <mosaic@literacyworkshop.org> Sent: Tuesday, February 26, 2008 2:39 PM Subject: [MOSAIC] Strategies instruction for older adolescents > > I have a question about implementing strategies instruction. I understand > that the best way to teach students how to use a comprehension strategy is > through explicit instruction, modeling, and then a gradual release of > responsibility. > > My question is this: How well does this work at the high school level? > > I have seen model strategies instruction lessons, and the way that > teachers give explicit instructions ( I always see teachers start out by > saying things like, "Today we're going to learn about a strategy that good > readers use") and model through a think-aloud seems more suited to an > elementary setting. > > Do high school students react positively to this type of explicit > instruction, or do they feel like they are being babied or talked down to? > Is there a better approach for teaching older adolescents? > > Also, I'm wondering if anyone has any opinion on which comprehension > strategies are the most useful for high school aged social studies > students. > > Thank you! > Shannon > (first year grad student, literacy grades 5-12) > _________________________________________________________________ > Shed those extra pounds with MSN and The Biggest Loser! > http://biggestloser.msn.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. > > _______________________________________________ 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.
