Scrolls really served as an "anchor" for me throughout the year in regards to determining importance in NONFICTION by identifying those features. My students knew to look for titles, subtitles, and bold words FIRST when they picked up nonfiction (and other features second, third,...) as a result of the mapping we did with scrolls at the beginning of the year.
Thanks again for sharing your ideas, Dave! -Michelle/5th/IA This message sent from the home of Scott and Michelle TG www.mrstg.com -----Original Message----- A penny for your thoughts: If you used scrolls and textmapping in your classrooms last year, would you take a moment to summarize how things went? It could be as simple as, "I teach fourth grade language arts in Timbuktu, and it made a big difference for eight of my twenty-four students." (And perhaps you could give an example of a lesson that worked particularly well, or of a child who benefitted) Your feedback would be much appreciated. Thanks, Dave Middlebrook The Textmapping Project A resource for teachers improving reading comprehension skills instruction. www.textmapping.org | Please share this site with your colleagues! _______________________________________________ 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.
