Hi Heather,
The draft is just a portion. That explains the abrupt "end".
Little Bear and Frog and Toad: I'd scroll both books, chapter by chapter. In
other words, instead of making a single long scroll of Little Bear, I'd make
four scrolls -- one for each story. Same idea for Frog and Toad.
Both of these books offer lots of opportunity to talk about sequence and
structure. Of course, you can talk about these things in the book, too, but
the scroll makes it all so much more explicit. It is much easier for the kids
to really engage and think when they can see an entire story -- and all four
stories -- right in front of them.
Little Bear:
Third story, Little Bear Goes to the Moon, can be divided into two parts (the
second part starts when he climbs to the top of the hill). Instead of telling
your students this, you might ask them. Let them discover the structure. Let
them figure it out. Having the scroll right there will make it much easier,
and helps them understand that they can answer questions by referring back to
the story and thinking about what they see.
Fourth story, Little Bear's Wish, can also be divided into two parts (the
second part starts when his mother tells him a story). Again, ask your
students to figure out the structure.
Also, notice that in the fourth story of Little Bear, in recounting what
happens in the first three stories, the mother tells them out of sequence --
first, third, second. It's a small point, but see if your kids catch that. If
not, ask them to look back at the other stories. Make them think about it!
With the scrolls in front of them, they CAN figure it out.
And then there's the larger theme: happiness. You can talk with your kids
about the different kinds of wants/desires/wishes, and differences between what
we might want, and what "is". This is a conversation that your students will
be able to have with the scrolls in front of them to prompt their thinking.
Days with Frog and Toad:
Similar opportunites: sequence, structure.
The first story, Tomorrow, lists the taks that Toad dreads, and then he does
them in the order that he first listed them. Ask your students if he did them
in the order that he first thought of them. Ask them how they can confirm
their answer.
The second story, The Kite, is another good opportunity to talk about story
structure. It begins with a 2-page set-up (problem), then the main body in
which the problem is addressed (divides into four parts -- running + waving +
jumping + shouting), then winds up with the resolution. You can ask your kids
to divide the main body into sections (how many? where are they? show me!).
The third story, Shivers, starts with a 2-page set-up, scary story in the
middle, then 1 page resolution (safe back home).
The fourth story, The Hat, starts with a 2-page set-up. In the main body there
is a small sequence (tripped, bumped, fell) that is repeated later when they
take their second walk. The end is a 1-page conclusion.
The fifth story, Alone, starts with a 1-page set-up (the note) which sets up a
conflict that Toad sets out to resolve by making lunch, waving his jacket,
riding on the turtle's back, and falling off the turtle. Frog pulls him out,
and then we learn that the conflict didn't exist (Frog was happy all along).
Ends with a 1-page summary.
The point here is that these are repeating structures that your kids can find
on the scroll. Lots to discuss, too, about what happens in the story and how
the characters feel. The scrolls make all this so much more accessible to
young minds.
I hope that this is helpful. Don't hesitate to call or email if you have
further questions. And please let me know how it goes for you!
Thanks for your interest!
- Dave
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
dmiddlebr...@textmapping.org
----- Original Message -----
From: Heather Green
To: Dave Middlebrook ; Mosaic: A Reading Comprehension Strategies Email Group
Sent: Thursday, June 04, 2009 9:15 PM
Subject: Re: [MOSAIC] Teaching Literacy in Older Grades question
I am still trying to understand this. I scanned through the e-book, and I'll
read it more closely this summer. It seemed like it stopped right in the
middle. I was reading an anecdote of how someone used it in the classroom, but
then it just kind of stopped. Can Dave or someone give me an example of how
you might use this during a guided reading lesson in 1st grade using a fiction
book? Say, maybe Little Bear or Frog and Toad? It seems so cool, but I feel
like I'm missing something. Thanks,
Heather
On Thu, Jun 4, 2009 at 6:49 AM, Dave Middlebrook
<davemiddlebr...@verizon.net> wrote:
Still chugging along on the book. YouTube will have to wait. If you
haven't already done so, you can sign up for an email alert for when the
book comes out. The link for that is on the book page:
www.textmapping.org/unrollingTheBook.html
- Dave
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
dmiddlebr...@textmapping.org
----- Original Message ----- From: <beverleep...@gmail.com>
To: "Dave Middlebrook" <davemiddlebr...@verizon.net>; "Mosaic: A Reading
Comprehension Strategies Email Group" <mosaic@literacyworkshop.org>
Sent: Thursday, June 04, 2009 1:53 AM
Subject: Re: [MOSAIC] Teaching Literacy in Older Grades question
Dave, you are still doing a book, right? I love the youtube idea!
Sent from my BlackBerry Smartphone provided by Alltel
-----Original Message-----
From: "Dave Middlebrook" <davemiddlebr...@verizon.net>
Date: Wed, 03 Jun 2009 21:16:05
To: Mosaic: A Reading Comprehension Strategies Email
Group<mosaic@literacyworkshop.org>
Subject: Re: [MOSAIC] Teaching Literacy in Older Grades question
Very useful for fiction. One of the key benefits of scrolls is that you
can
see an entire story at a glance. This helps students keep track of
sequence
and context; it enables conversation to be more concretely anchored to the
text ("Show me where she says that..." "Can you show me where she learns
about her best friend's secret?" etc.). Because everything is right out
there, in front of everyone, conversations can go deeper into the details
AND can "see" the larger themes and ideas as well. The strategies --
Inferences, predictions, questions, etc. -- are much more richly supported
in an unrolled scroll than they are in a bound book.
There are lots of ways to use scrolls for fiction. You can first read a
story in bound book form and then go back and view the scroll and discuss
the story. Or you can simply unroll the story as you read. This allows
students to look back as you read -- which is a great thing.
Scrolls can be simply opened and read and discussed -- and not mapped. Or
you can map them. You can also use sticky notes. As the sticky notes
and/or mapping accumulate, patterns will emerge -- characters coming in
and
out of the story, time sequences, etc. You can also talk about how a
story
can be divided into parts, based on shifts in the story line, etc. There
is
so much that you can do.
Think of the scroll as just another book form -- one that provides
capabilities that bound books do not provide. Scrolls really are an
excellent book form for instruction. They really do complement the kind
of
constructivist teaching that "Mosaic" and "To Understand" and so many of
the
other books of this ilk are all about.
I hope that this is helpful.
- Dave
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
dmiddlebr...@textmapping.org
----- Original Message ----- From: "Heather Green" <heath...@gmail.com>
To: "Mosaic: A Reading Comprehension Strategies Email Group"
<mosaic@literacyworkshop.org>
Sent: Wednesday, June 03, 2009 7:54 PM
Subject: Re: [MOSAIC] Teaching Literacy in Older Grades question
Dave,
I am trying to understand textmapping. It sounds very cool. Is it only
used for non-fiction? Can you give me an example of how you'd textmap a
1st
grade story? I'm not sure I understand what you do besides highlight
text
features you see like titles, headings, charts, diagrams, etc. You
should
put up a youtube video of texmapping in action!
Heather
On Wed, Jun 3, 2009 at 4:38 PM, Montana Vasquez
<montana.vasq...@gmail.com>wrote:
Thanks! I've never seen those used in the classrooms in the I've
seen.
This sounds great.
On Wed, Jun 3, 2009 at 4:28 PM, Dave Middlebrook <
davemiddlebr...@verizon.net> wrote:
> Try scrolls and textmapping. The approach makes reading -- and
> thinking
> and talking about reading -- about as multisensory as is
imagineable.
All
> you need is a copy machine, colored markers, cellophane tape, and a
> classroom full of kids.
>
> Scrolls are an excellent platform for constructivist teaching that
is
> richly differentiated and inclusive. The simple act of unrolling
the
book
> opens new opportunities for reaching students. It broadens access,
expands
> the zone of proximal development, invites engagement, creates
extraordinary
> openings for conversation, and facilitates sharper insights and
deeper
> understanding. They are being used in K-16 classrooms precisely
> because
of
> the multisensory component. It works.
>
> More information:
> background:
> http://www.textmapping.org/whWorkshopNotes.html#introductionHead
> book draft: http://www.textmapping.org/unrollingTheBook.html
>
> Best of luck,
>
> - Dave
>
> 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
> dmiddlebr...@textmapping.org
>
>
>
> ----- Original Message ----- From: "Montana Vasquez" <
> montana.vasq...@gmail.com>
> To: <mosaic@literacyworkshop.org>
> Sent: Wednesday, June 03, 2009 3:52 PM
> Subject: [MOSAIC] Teaching Literacy in Older Grades question
>
>
> Hi!
>>
>> My name is Montana. I am currently ending my first year in a two
>> year
>> program. I taught 2nd grade this year and will be teaching 1st
next
year.
>> Previously I taught toddlers in a Reggio-Emilia school for 3.5
years.
>> I
>> joined this listserve as a requirement for class, and I had a
>> question.
I
>> find that the jump from teaching literacy in K and 1 is huge to 2nd
grade.
>> The earlier grades have fun activities, colors, and sensory
>> stimulating
>> information coming in. Does anyone have suggestions on how to
bring
this
>> into a 2nd grade (or higher) classroom?
>>
>> Thanks!
>> _______________________________________________
>> 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.
>
>
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