Oh, thank you everybody. I do love Gibbons books-will check out the rest. 
Michelle

-----Original Message-----
From: Mosaic [mailto:mosaic-bounces+mweaver=mhtigers....@literacyworkshop.org] 
On Behalf Of Melissa Christian
Sent: Monday, February 04, 2013 10:34 AM
To: Mosaic: A Reading Comprehension Strategies Email Group
Subject: Re: [MOSAIC] Good book to model the "think aloud" strategy to students 
with disabilities

A great book that I have used in the past is called "Be Good to Eddie Lee."
I hope this helps.
Melissa

On Fri, Feb 1, 2013 at 5:32 PM, loretta kelly <lorettalke...@hotmail.com>wrote:

>
> Dear everyone,I am currently taking the class Methods of Teaching 
> Students with Disabilities.  Also, I teach junior high students with 
> autism and other cognitive delays.  I have to present a lessonin my 
> methods class next week, and I was thinking of modeling the "think 
> aloud" strategy.  Does anyone have a great suggestion of a particular 
> book that is really good for this lesson?
> Also, I am open to other suggestions regarding ideas for this lesson I 
> will be presenting next Thursday, Feb. 7, 2013.
> Thanks in advance.
> Loretta kellylke...@seal-il.com(630) 728-3022lorettalke...@hotmail.com
>
> > From: heather_waymo...@hflcsd.org
> > To: mosaic@literacyworkshop.org
> > Date: Wed, 30 Jan 2013 18:59:52 -0500
> > Subject: [MOSAIC] Listening Comprehension
> >
> > I've got a high school student that I'm struggling to find 
> > appropriate
> strategies for.  On our 11th grade state ELA exam students must listen 
> to a passage read orally twice. They are given 5 minutes between 
> readings where they may look at the questions.  They may take notes at any 
> point in time.
>  Students then answer a few multiple choice questions.  This student 
> LOOKS like an excellent listener - eyes and ears on the speaker, pen 
> in hand taking notes, and focused in all regards.  Yet, the student 
> then misses the majority of the comprehension questions.  I've noticed 
> the same thing while doing listening activities in my class.  We've 
> tried not taking notes, as she has expressed that she misses important 
> information because she's focusing on writing her notes.  We've tried 
> structured notes - thinking about what type of information is 
> generally presented in these passages and creating a quick visual plan 
> of what to listen for. However, I'm still not seeing improvement. Ideas?
> >
> > Heather Waymouth
> > High School Literacy Specialist
> > Honeoye Falls - Lima High School
> > heather_waymo...@hflcsd.org
> > (585)-624-7050
> >
> > "Always show the you in you that makes you who you are." - Chidinma
> Obietikponah
> >
> >
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