**How long do you spend explicitly teaching each different type of > connection?
I try to pay attention to the responses that the majority of the class gives during whole group discussions, but typically plan on spending no more than a week on each type. Then more teaching happens during individual conferences for children who are still struggling with these strategies. > > **How do you move from "basic" connections to showing students connections > that are really more meaningful? (move from "I have a dog" to "My dog acts > that way when he isn't feeling well too.") Debbie Miller has a couple of lessons in Reading With Meaning that I found helpful (making a list of children's connections, then going back to decide if each connection helps us understand the story better--kind of a simple rating). This does take time, I've found. > > **What do you do for making students accountable for looking for > connections > in text? I like to use post-its, but usually confine this to strategy group lessons/meetings, rather than individuals doing it. However, I would use post-its or another recording system if a child was struggling, and would also focus on this strategy during conferences. > > **How do you keep this from interrupting the flow of students' normal > reading patterns? (This may tie into the discussion recently of Readicide) I haven't found a good answer for this! > > **Do you do anything to share these strategies with parents so that they > can > use them at home? I usually send home a half-sheet note telling what we're working on and how they can help. Melissa/VA/2nd _______________________________________________ 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.
