I used modeled reading with the text Great Aunt Flossie's Hats and Crab Cakes Later. I modeled both kinds of connections--the trivial and diverting AND those which drove me deeper into the text. I used over sized stickies and a sharpie, making sure there was marked difference between useful connections and those that might just be coincidental. The kids were on to me quickly, sharing looks and shaking their heads at the silly ones. Then I talked to kids about how some connections drive us deeper in to the text, while other might distract us or simply be coincidental (My grandma had a chair that color). I repeated the reading pausing with each connection to allow the children to direct me as to where my connection belonged. We followed up with discussing the deep connections and how they drove my understanding. This worked for me with both first and second grade. I agree with Leslie, we cannot accept that which is not supported or appropriate. Approximations must be in the ballpark. My dad used to tell me (when I was being silly) that I was talking to hear my head rattle. Head rattling needs to be gently discouraged.
Lori Jackson District Literacy Coach and Mentor Todd County School District Box 87 Mission SD 5755 ----- Original message ----- From: Stewart, L <lstew...@branford.k12.ct.us> To: Mosaic: A Reading Comprehension Strategies Email Group <mosaic@literacyworkshop.org> Date: Monday, July 06, 2009 8:33 AM Subject: Re: [MOSAIC] Text Connections Discussion > **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.") > > It is often more difficult to "unteach" than to teach new. Once children > have been able to make superficial connections and have been told that they > did a good job, it seems they arrive in third grade and we have to undo what > has come before. We focus on the "feeling" in the connection rather than the > connection itself. I introduce all three types of connections at once and > then give the children time to explore through the texts I choose to read > aloud. This year I read the book The Man Who Walked Between the Towers and > initially the children didn't see how they could possibly connect, but > eventually they connected to how it feels to do something challenging/daring > or to be proud of an accomplishment. That seemed to be a turning point with > their ability to make meaningful connections. However, once kids get the > hang of it, the conversations about their "connections" seem to overtake > their views on the book as a whole. This is the difficulty I have with > strategy instruction. Isn't it possible for students to read a book and not > make any connections? > > Leslie - Grade 3 > lstew...@branford.k12.ct.us > _______________________________________________ > 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.
