Re: [MOSAIC] Text Connections
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 **An Excellent Credit Score is 750. See Yours in Just 2 Easy Steps! (http://pr.atwola.com/promoclk/100126575x1222377077x1201454398/aol?redir= htt p://www.freecreditreport.com/pm/default.aspx?sc=668072hmpgID=62bcd=Jul yExcfooterNO62) ___ 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. **An Excellent Credit Score is 750. See Yours in Just 2 Easy Steps! (http://pr.atwola.com/promoclk/100126575x1222377077x1201454398/aol?redir= http://www.freecreditreport.com/pm/default.aspx?sc=668072hmpgID=62bcd=Jul yExcfooterNO62) ___ 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.
Re: [MOSAIC] Text Connections
It may be a little off topic, but you mentioned literature circles with assigned roles. I have done literature circles this way and have had difficulties with management and accountability. A few years ago I started using the model set out in Faye Brownlies's Grand Conversation. It is great and I have had a lot of success in my literature circles since changing to this very simple but rewarding model. Wendy -Original Message- From: mosaic-bounces+wrob=shaw...@literacyworkshop.org [mailto:mosaic-bounces+wrob=shaw...@literacyworkshop.org] On Behalf Of drmarinac...@aol.com Sent: July-07-09 8:20 AM To: mosaic@literacyworkshop.org Subject: Re: [MOSAIC] Text Connections 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 **An Excellent Credit Score is 750. See Yours in Just 2 Easy Steps! (http://pr.atwola.com/promoclk/100126575x1222377077x1201454398/aol?redir= htt p://www.freecreditreport.com/pm/default.aspx?sc=668072hmpgID=62bcd=Jul yExcfooterNO62) ___ 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. **An Excellent Credit Score is 750. See Yours in Just 2 Easy Steps! (http://pr.atwola.com/promoclk/100126575x1222377077x1201454398/aol?redir= http://www.freecreditreport.com/pm/default.aspx?sc=668072hmpgID=62bcd=Jul yExcfooterNO62) ___ 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. ___ 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.
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.
Re: [MOSAIC] Text Connections Discussion
Hi Leslie, I think it is possible to read a book and not make any deep or meaningful connections. That's when our reading is superficial and almost not worth our time. I'm not sure we make no connections when we read, however. I think when our connections are weak or there are few of them, it could be due to our lack of schema or exposure to whatever we're reading. When I lived in Ecuador I had a housekeeper. I'd never had one in my life before then. I am reading The Help right now and can make many connections because of that experience. I have a different perspective. My schema is richer and my feelings surrounding the connections are more emotionally charged. I think my reading of this novel would be different if I had little or weak connections to the book. Make sense? Elisa Elisa Waingort Grade 2 Spanish Bilingual Dalhousie Elementary Calgary, Canada The best and most beautiful things in the world cannot be seen or even touched. They must be felt within the heart. —Helen Keller Visit my blog, A Teacher's Ruminations, and post a message. http://waingortgrade2spanishbilingual.blogspot.com/ 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] Text Connections
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 **An Excellent Credit Score is 750. See Yours in Just 2 Easy Steps! (http://pr.atwola.com/promoclk/100126575x1222377077x1201454398/aol?redir=http://www.freecreditreport.com/pm/default.aspx?sc=668072hmpgID=62bcd=Jul yExcfooterNO62) ___ 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.
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 **An Excellent Credit Score is 750. See Yours in Just 2 Easy Steps! (http://pr.atwola.com/promoclk/100126575x1222377077x1201454398/aol?redir=htt p://www.freecreditreport.com/pm/default.aspx?sc=668072hmpgID=62bcd=Jul yExcfooterNO62) ___ 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. **An Excellent Credit Score is 750. See Yours in Just 2 Easy Steps! (http://pr.atwola.com/promoclk/100126575x1222377077x1201454398/aol?redir=http://www.freecreditreport.com/pm/default.aspx?sc=668072hmpgID=62bcd=Jul yExcfooterNO62) ___ 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.
Re: [MOSAIC] Text Connections Discussion
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.
Re: [MOSAIC] Text Connections
When they connect like that...I ask them a follow up question... in the politest of tones... So what? or sometimes I just say So and wait them out. Another question that works...And what do you understand now with that connection that you didn't understand before? I want to keep the focus on what they understood because of the strategy...not the strategy itself. Jennifer In a message dated 7/6/2009 12:42:20 P.M. Eastern Daylight Time, suzteac...@aol.com writes: They all know what connections are since they have heard it since kindergarten. Some still focus on I have a dog too! **Summer concert season is here! Find your favorite artists on tour at TourTracker.com. (http://www.tourtracker.com/?ncid=emlcntusmusi0006) ___ 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.
Re: [MOSAIC] Text connections
**What do you do for making students accountable for looking for connections in text? My students write me letters about their reading (Fountas Pinnel). If we are learning text connections then I will ask them to write about a connection they have. As the year progressess I will ask them questions to get them thinking about the strategies so they don't loose sight of them and I can tell from their responses how they are using them. If all the students are struggling with a strategy I will circle back to that strategy or I will talk about the strategy during reading conferences, if I see 1 or 2 are struggling. Melanie 5th Grade Florida ___ ___ 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.
Re: [MOSAIC] Text connections
Melain wrote: If all the students are struggling with a strategy... My question is: What does struggling look like? As I teach reading, I often wonder is it really struggling? Or is it struggling to figure out what the teacher is asking for? I'm also trying to figure out how to assess true reading problems from motivation problems. Any thoughts on that? Mindy 5th On Mon, Jul 6, 2009 at 4:24 PM, Melanie Hawkins mha...@tampabay.rr.comwrote: If all the students are struggling with a strategy I will circle back to that strategy or I will talk about the strategy during reading conferences, if I see 1 or 2 are struggling. Melanie 5th Grade Florida ___ 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.
Re: [MOSAIC] Text Connections Discussion
I teach older kids, grades 6 and 8, who are in AIS (Academic Intervention Services). They can all make the simple connections, but with my 8th graders they really need to be able to make the deeper type that they can then plug into literary essays. Any ideas how to work on that skill? What can I do with them as we are reading a novel together to help prepare them for the eventual writing task? Pat www.pawsofwood.com ** An Excellent Credit Score is 750. See Yours in Just 2 Easy Steps! (http://pr.atwola.com/promoclk/100126575x1222377077x1201454398/aol?redir=http://www.freecreditreport.com/pm/default.aspx?sc=668072amp;hmpgID=62amp; bcd=JulyExcfooterNO62) ___ 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.
