We have found that when working with inferring they need to access their schema, so we usually start with schema. As we continue our work with strategies the students discover they use more than one to gain meaning from text. Over the years I moved to doing a "quick study" of each strategy (about a week each) just so the students are aware of them and can put a "name" for what our brain is doing. Then I taught each one deeply using picture books that easily lent themselves to that strategy. I also started out with an "easy" picture book so they did not have to work hard to understand the story and use the strategy. In my subsequent teaching of that strategy I would move to more difficult picture books. I always used a think aloud, sharing what my brain was thinking. Using picture books is so powerful. I found it best to have read the story to them previously, at a different time, so the story was familiar to them. This helped them focus on the strategy work, not the story and what is going to happen next. Often in my teaching I only used a part of the story to demonstrate, and have them try it. Since they had already heard the story they were not focused on hearing the rest of the story. As the year went on, children understood that when reading a book we use more than one strategy, but sometimes we use one strategy more than others for a certain book. What a learning experience when 2 students use a different strategy to understand the text and are able to share their thinking with the class. And each is validated! Teaching the strategies gave my students an understanding of what their brain was doing and a way to talk about it and share their thinking with others. Jan You do not really understand something unless you can explain it to your grandmother. -Albert Einstein "*If people are good only because they fear punishment, and hope for reward, then we are a sorry lot indeed.*" Albert Einstein
On Tue, Oct 25, 2011 at 6:57 PM, Katie Green <katherinegr...@mindspring.com>wrote: > I use hand motions and cues for my kids and they love it! Our favorite is > making connections and they link fingers. Now my kids actually do that > while raising hands to share! > I wish I could remember the name of the author I got it from. I will have > to check at work. Songs and motions help them remember and apply them. > I too want to learn and share! > > Just out of curiosity.... > How do your districts deal with special ed kids and testing. I know we > HAVE to do ISAT but what about district tests and outcome assessments. > We have to give everything to all of our kids and on grade level to boot! > Feeling frustrated with the lack of teaching time and overwhelming waste of > time spent on useless information,...gee may kids failed again..... > I hate giving them tests so far above what they can do and NOT being able > to help. > It does nothing but discourage us all. Sorry for the negative buzz but we > just got slammed with another outcome assessment. > Frustrated and Cranky!!! > Katie > > On 10/25/2011 2:35 PM, Palmer, Jennifer wrote: > >> We do have this debate from time to time on this list. I have done it both >> ways after reading much thoughtful discussion on this listserve... But now, >> I start by teaching individual strategies in isolation for a while. I get >> much deeper thinking when I spend time helping kids see how, when and why to >> use a strategy. This is my opinion based on experiences with my kids...what >> works for me in my settings. >> >> The big key is to help students understand how a strategy helps them >> understand, so I always, every single lesson, say "What do you know now that >> you didn't understand before?" OR in fiction, "What do you understand about >> this story that you did not understand before?" This way students understand >> that the END is not the strategy, the strategy is a means to an end...deep >> understanding of text. >> >> THEN, I have them use the new strategy with strategies previously taught >> and we study how they work together. What do I understand that I didn't >> understand before by using questioning and inferring? How do they work >> together? Do I always use them together? Can I use one without the other? I >> feel this metacognitive piece is very important for kids. >> >> Here is an analogy that explains where I am with this debate right now. I >> think of it this way. I know some fantastic teachers that are naturals... >> they just KNOW what to do that helps kids learn. They are great teachers and >> the kids make great progress. There are OTHER teachers, though, who can go >> above and beyond that. They know and can explain to others why they do what >> they do and how it helps kids learn. AND those teachers who can bring what >> they do naturally and automatically to a concrete level...they are >> reflective and metacognitive... they can name what they do, why they do it >> and how it helps. They can also use this conscious knowledge to adjust their >> thinking and actions when they need to based on how their kids present >> themselves. When those teachers are a part of a learning community, we ALL >> grow. We all learn from these teachers because they can explain their >> thinking, the conditions under which something works or doesn't work... and >> how it might work in another situation. >> >> I want this level of intellectual engagment for kids too. I want them to >> be able to understand how they can gain meaning from text... what works and >> doesn't under certain conditions. Yes, I want them to be automatic in use of >> strategies, I want them to use them seamlessly and easily... but I also want >> them to know how it works and why so that when they are faced with the >> higher level texts that are coming with common core, they will approach it >> fearlessly because they have a plan... they know what to do. >> >> So, I know I disagree with many on this list when I say that I DO care >> that kids can name the strategies they are using. I DO care that they can >> explain how to infer to others...because I like the intellectual rigor that >> type of discussion always brings, but I do not stop at process. And that is >> important. It is always, in the end, about making meaning from text... not >> just learning the strategy. >> >> I am eager to read more discussion on this. In the past, though, it has >> become a bit heated as some of us have some philosophical differences. So, >> this is a gentle reminder, keep an open mind. Ask questions of people you >> disagree with... and be aware that emails do not always carry your intended >> tone. It is easy to offend when no offense is meant. I want all to know, I >> am always open to learning...share what you think! I am always ready to >> grow... >> >> Jennifer >> List moderator >> >> Instructional Facilitator >> >> National Board Certified Teacher >> >> ++++++++++++++++++++++++++++++**++++++++++++++++++++++++++++++**+++++ >> I always vote for "within a context" because language is >> communication and without context there is no meaning. >> >> my two cents... >> Renee >> >> >> On Oct 25, 2011, at 7:12 AM, Nicole Frederickson wrote: >> >> Do you wonder if we should teach them in isolation or together >>> within a context? >>> >>> >>> >>> >>> ______________________________**_________________ >> Mosaic mailing list >> Mosaic@literacyworkshop.org >> To unsubscribe or modify your membership please go to >> http://literacyworkshop.org/**mailman/options/mosaic_** >> literacyworkshop.org<http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org> >> >> Search the MOSAIC archives at >> http://snipurl.com/**MosaicArchive<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<http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org> > > Search the MOSAIC archives at > http://snipurl.com/**MosaicArchive<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
