I would use literature circles ..start with assigned student
roles...and then left them use sticky notes while reading because that
is when they need to make the connection.
-----Original Message-----
From: soozq55...@aol.com
To: mosaic@literacyworkshop.org
Sent: Mon, Jul 6, 2009 2:56 pm
Subject: Re: [MOSAIC] Text Connections
I agree with you that kids really understand what a connection is by
4th
grade. But what they don't understand is how making a connection can
help
deepen their level of understanding. For instance they might make a
connection
in the early grades that they had a dog that died and so did the
character
in their book. My question to them is: so how does that help you
understand the text better? It may take a while but then they are
usually able
to
determine that they can better understand the character's feelings
after
having that same experience themselves.
Sue
In a message dated 7/6/2009 12:56:40 P.M. Eastern Daylight Time,
suzteac...@aol.com writes:
With schema and background knowledge falling under the category of
"Text
Connections," this strategy is huge! I teach fourth grade and I find
that
I
spend more time asking kids about their background knowledge now. They
all
know what connections are since they have heard it since
kindergarten.
Some
still focus on "I have a dog too!" So I really focus a lot on KWL
charts,
asking them about what they know about a subject. Sometimes these
discussions arouse the schema of many other students as well. So
instead
of hearing
"I have a connection" over and over, I hear stories and facts that
"connect"
to a text.
Suzanne/4thGrade/New York
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