Re: [MOSAIC] Metacognition
Kendra, If you have access to the Comprehension Toolkit the very first lesson is great! It uses the book How Many Days to America by Eve Bunting. I just taught that lesson this week to my 6th graders. Angie Kelley [EMAIL PROTECTED] ___ 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] Metacognition
I used ideas from strategies that work and Tanny McGregor's book Comprehension connections they are both fantastic resources to use with my teachers. Also Reading Power by Adrienne Gear is a wonderful source for PD. They can all be purchased through amazon. On Aug 15, 2008, at 10:44 PM, Kendra Carroll wrote: Good evening all. I have to present at a district level staff development workshop for second grade teachers next week. I need to spend 10-15 minutes on how to use metacognition activities during the first weeks of school before moving into schema lessons. Most of these teachers will want activities to take back to their classrooms. Any suggestions? Thanks so much! Kendra ___ 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] Metacognition
Good evening all. I have to present at a district level staff development workshop for second grade teachers next week. I need to spend 10-15 minutes on how to use metacognition activities during the first weeks of school before moving into schema lessons. Most of these teachers will want activities to take back to their classrooms. Any suggestions? Thanks so much! Kendra ___ 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] metacognition
In a message dated 7/27/08 3:09:43 PM, [EMAIL PROTECTED] writes: I am piping in to second Ginger's e-mail about explicit metacognition with secondary students. I did very much what she described with middle schoolers..it is very cool because they're at the point where they are truly beginning to get the self-management of their own reading. Gina I would be very interested in knowing more of the specifics of what you did with seconday students. Pat ** Get fantasy football with free live scoring. Sign up for FanHouse Fantasy Football today. (http://www.fanhouse.com/fantasyaffair?ncid=aolspr000520) ___ 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] metacognition
Joy, You asked what grade I was teaching when I was thinking through and writing in about teaching my students to be metacognitive. I was teaching third or fourth grade during those years when I was evolving into a strategic teacher. But. what I have come to believe/know (and remember I had that one year where I was working with K-5 students building wide each week in the library setting and then the one year with second graders the following year) is that ALL kids need the explicit work in knowing and hearing their inner thinking voice. I've even modeled in classrooms in other districts with middle school and high school kids and I would do basically the same sort of lessons, with the talk adjusted for the age group of course. One thing that helped me transfer the teaching to all grade levels was reading and watching videos from Cris Tovani. (Author of I read it but I don't get it and Do I really have to teach reading?) She works with secondary students. And yet, when you read her work and see/hear her on the professional video sets, you will quickly realize that the talk is the same. The purpose of the teaching is the same. Especially if you work at a school where this teaching is not in place in the grades previous to your grade. Which I did from many years. Now I am fortunate to be working in a building where strategy instruction (teaching kids to THINK) is building wide. But even if it is not, do not be discouraged. You CAN be the first teacher to bring this amazing thinking work to your students. And you can go deep with it and have a great year. So, all that to say, my musings about teaching the inner voice and self monitoring, etc. can be adjusted to all grades and ages. Even adults. When I am out training parent groups (a dream of mine is to make that a full time job) I talk to the participants in the same way, about the same things, as I do with my students. The difference is most adults (especially if they read for pleasure or work) DO realize they have an inner thinking voice. It's teaching them to capture it and use it to model with their children what a reader should be doing when they are reading the words that is my challenge with parents. I love to teach people to think aloud. Remember, we can't hear if our students are doing it inside their heads so when we become the models for them first, and then have them practice and share aloud (always talking it out first but eventually moving to writing it down) what they are hearing that thinking voice say. Then and only then do we know if they are comprehending. Oh I could go on and on but I'll stop. :) O.k. Now, I'd LOVE to hear what the rest of you are doing to help your kids know and hear their inner thinking voice. Jump right in!!! Ginger Mosaic ___ 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] metacognition
Ginger, What grade is this for? ___ 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] metacognition
I've been thinking about the beginning of the year. We don't start until Aug. 27 with the kids, but my mind is swirling... I went back and found an old email I sent in several years ago that I want to share again. I continue to believe that until our students KNOW they have an inner voice and HEAR it, we can't move into more specific strategy work. So below are my ramblings about starting the year with metacognition. I have changed is the finger 1/finger 2 part. The need for a reader to recognize when he/she is confused is HUGE and needs to be taught, but I don't do the finger 1/finger 2 thing. Once they KNOW and HEAR their inner thinking voice I teach them to LISTEN for it to tell them they are lost/confused/drifting, etc. I also wrote a study that goes step by step a few years ago that I will send through. It's long but I think it's worth sending in. It's not original work by any means as it is pulled from all the expert authors in my life at the time. I know many more of us do something with metacognition at the beginning of the year. Let's all share what we do. So we can all learn more. Ginger W. Mosaic ~~ If my students have never had explicit instruction on thinking about their thinking (metacognition) then I spend even more time doing this. -- I tend to be very methodical about my teaching since I am still finding my way in this. The first year I read Mosaic I jumped right in with connections. After rereading it I realized that I needed to go way back and explicitly teach METACOGNITION. I spent a couple weeks having them get in touch with their little them who sits on their shoulder and catches them being metacognitive. Always LISTENING for their discussion they should be having in their heads as they read. I modeled my thinking aloud with everything I read. I even started modeling my thinking aloud when doing math. We defined metacognition as thinking about your thinking and they reported back to me in various way (post its, reflective written pieces, conferences, etc.) their use of it as a reader. Eventually I sent them off to read independently and their purpose was to sit their little them on their shoulder, shake hands, and REALLY be metacognitive as they read. They shared their experiences back whole group, then small group, then partners. I continued to model and name myself being metacognitive when I was. I'd often stop my reading aloud and talk to myself about what I was reading. Then I would set down the book, look out at them and say, See how I talk to myself as I read. I don't just read word after word after word without pausing to think and have a discussion with myself. I am doing it out loud so you can hear what my discussions sound like inside my brain. I am being metacognitive. I realized also that my students were not always AWARE of if they were confused or not. That became my second study focus. I did the finger one and finger two idea talked about in MOT. Before I actually taught it to my students I started doing it myself as I was reading aloud to them. I would hold up one finger just next to the book. When I got to a part that was confusing or where I found my mind wandering or that didn't make sense I switched my finger to two fingers out. Without saying anything I would talk out loud like, Oh, that doesn't make any sense. I need to go back and reread that part. I would reread it and if that helped me understand that part I put back up just one finger. If not, I would say, Well, that didn't help. Now I am going to read on a bit and see if that helps me out. I would read on a bit and if that helped me I would put back up one finger. If that didn't help me, (so I was still holding up 2 fingers) I would say, Well, rereading didn't help me, reading on didn't help me, so now I am going to have to find someone to ask because I can't go on if I don't understand this part. I would then ask my assistant and she would explain that part to me. **This is NOT used when coming across tricky words. Words I could not READ. Just for passages I was not understanding. I did this naturally for a few days. Then one day I asked if anyone had noticed me doing anything unusual with my fingers as I was reading these past few days. Of course they had. I had them tell me what they SAW me doing and what they HEARD me saying. We refined what it was I was doing and saying so we all had a common understanding of it. We talked about WHY I was doing it: because readers need to understand what they are reading to fully enjoy or learn from the words. That a book will be more rewarding if it makes sense to the reader. That that is what GOOD READERS DO!!! They don't just keep reading or put the book down when they don't understand it. (Of course we did talk about exceptions!!! :) ) From that point on they were to hold out one finger when I was reading aloud and switch it to two fingers
[MOSAIC] metacognition or conscious strategy use
My sixth graders and I are having interesting discussions about the concepts of metacognition and reading strategies. First, I just need to recount the types of conversations we're having. Metacognition of course is being aware of the voices in your head while you read. Sometimes your head is visualizing, or wondering, or predicting, etc. It just seems to be doing it on its own. (well in response to text) Now strategic reading is a conscious choice. Noticing what the mind seems to want to do on its own, we now try to use those kinds of thinking on purpose, to increase understanding. And this is where the kids get stuck. How do you do this on purpose, and how do you decide when to do it? First, they complain that all this on purpose stuff is getting in the way of their reading enjoyment. I promise them that this intensive and explicit use is short term, just to ensure that we can do it. But I have to admit I am not so skilled at teaching them when to consciously be strategic. What cue would you use to say...h think I'll visualize here and see if it helps. I remember hearing Regie Routman say that honestly the number one strategy that gets results is simply rereading. That's easy to tell kids to do. But do any of you have lessons ot ideas on how to give kids instructions on consciously choosing a strategy? I had a student tell me that her head seems to just want to visualize. She doesn't notice a lot of connections and questions etc. Another student just wonders throughout the text. Matter of fact I am that kind of reader. So , and I know this isn't a new dilemma for MOT teachers, but once again I am asking myself what I want to say to kids about strategic reading. I would love to hear from others how you distinguish metacognition from conscious application of strategies, and when do you call it a day. And do you think I have drawn the wrong distinctions between metacogntion and strategic reading? Gina _ Get today's hot entertainment gossip http://movies.msn.com/movies/hotgossip?icid=T002MSN03A07001 ___ 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] metacognition or conscious strategy use
Gina, This is not an answer to your question, but I've learned that strategies are what you use 'on purpose' and consciously--meaning you are aware of 'visualizing, making connections, etc. Strategies become skills when they are done automatically---without thinking. I don't know if this helps any, but it was an 'aha' to me. Barbara/6th/FL -Original Message- On Behalf Of gina nunley My sixth graders and I are having interesting discussions about the concepts of metacognition and reading strategies. First, I just need to recount the types of conversations we're having. And this is where the kids get stuck. How do you do this on purpose, and how do you decide when to do it? First, they complain that all this on purpose stuff is getting in the way of their reading enjoyment. I promise them that this intensive and explicit use is short term, just to ensure that we can do it. But I have to admit I am not so skilled at teaching them when to consciously be strategic. What cue would you use to say...h think I'll visualize here and see if it helps. I remember hearing Regie Routman say that honestly the number one strategy that gets results is simply rereading. That's easy to tell kids to do. But do any of you have lessons ot ideas on how to give kids instructions on consciously choosing a strategy? ___ 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] metacognition or conscious strategy use
Sometimes it's easier to point out when they are NOT thinking about the strategies. For example, we read one selection at the beginning of the year and I have them answer the questions at the end of the story, then ask them to close their books and retell what they have read. Most can't. They aren't actively involved in the process. While reading, ask if anyone has visualized a scene or made a prediction or asked a question in their headsmetacognition is making them aware of the strategies since most of them do these naturally. Bill - Original Message - From: gina nunley [EMAIL PROTECTED] To: mosaic@literacyworkshop.org Sent: Saturday, October 21, 2006 12:49 PM Subject: [MOSAIC] metacognition or conscious strategy use My sixth graders and I are having interesting discussions about the concepts of metacognition and reading strategies. First, I just need to recount the types of conversations we're having. Metacognition of course is being aware of the voices in your head while you read. Sometimes your head is visualizing, or wondering, or predicting, etc. It just seems to be doing it on its own. (well in response to text) Now strategic reading is a conscious choice. Noticing what the mind seems to want to do on its own, we now try to use those kinds of thinking on purpose, to increase understanding. And this is where the kids get stuck. How do you do this on purpose, and how do you decide when to do it? First, they complain that all this on purpose stuff is getting in the way of their reading enjoyment. I promise them that this intensive and explicit use is short term, just to ensure that we can do it. But I have to admit I am not so skilled at teaching them when to consciously be strategic. What cue would you use to say...h think I'll visualize here and see if it helps. I remember hearing Regie Routman say that honestly the number one strategy that gets results is simply rereading. That's easy to tell kids to do. But do any of you have lessons ot ideas on how to give kids instructions on consciously choosing a strategy? I had a student tell me that her head seems to just want to visualize. She doesn't notice a lot of connections and questions etc. Another student just wonders throughout the text. Matter of fact I am that kind of reader. So , and I know this isn't a new dilemma for MOT teachers, but once again I am asking myself what I want to say to kids about strategic reading. I would love to hear from others how you distinguish metacognition from conscious application of strategies, and when do you call it a day. And do you think I have drawn the wrong distinctions between metacogntion and strategic reading? Gina _ Get today's hot entertainment gossip http://movies.msn.com/movies/hotgossip?icid=T002MSN03A07001 ___ 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. -- No virus found in this incoming message. Checked by AVG Free Edition. Version: 7.1.405 / Virus Database: 268.13.9/490 - Release Date: 10/20/06 ___ 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] metacognition or conscious strategy use
I started this when I taught first grade but now use it in third grade. I have a place where I have all kinds of sticky note pads. After taking a week to model and gradual release, the kids are encouraged to take sticky notes and jot down a thought, connection, etc and place it into the text there are reading. At the last 5 minutes of their 30 minutes independent reading time, they get to share with a partner. I have seen kids get sticky notes to remind themselves of something they wanted to show me later. They get it. -Original Message- From: [EMAIL PROTECTED] To: mosaic@literacyworkshop.org Sent: Sat, 21 Oct 2006 5:13 PM Subject: Re: [MOSAIC] metacognition or conscious strategy use Sometimes it's easier to point out when they are NOT thinking about the strategies. For example, we read one selection at the beginning of the year and I have them answer the questions at the end of the story, then ask them to close their books and retell what they have read. Most can't. They aren't actively involved in the process. While reading, ask if anyone has visualized a scene or made a prediction or asked a question in their headsmetacognition is making them aware of the strategies since most of them do these naturally. Bill - Original Message - From: gina nunley [EMAIL PROTECTED] To: mosaic@literacyworkshop.org Sent: Saturday, October 21, 2006 12:49 PM Subject: [MOSAIC] metacognition or conscious strategy use My sixth graders and I are having interesting discussions about the concepts of metacognition and reading strategies. First, I just need to recount the types of conversations we're having. Metacognition of course is being aware of the voices in your head while you read. Sometimes your head is visualizing, or wondering, or predicting, etc. It just seems to be doing it on its own. (well in response to text) Now strategic reading is a conscious choice. Noticing what the mind seems to want to do on its own, we now try to use those kinds of thinking on purpose, to increase understanding. And this is where the kids get stuck. How do you do this on purpose, and how do you decide when to do it? First, they complain that all this on purpose stuff is getting in the way of their reading enjoyment. I promise them that this intensive and explicit use is short term, just to ensure that we can do it. But I have to admit I am not so skilled at teaching them when to consciously be strategic. What cue would you use to say...h think I'll visualize here and see if it helps. I remember hearing Regie Routman say that honestly the number one strategy that gets results is simply rereading. That's easy to tell kids to do. But do any of you have lessons ot ideas on how to give kids instructions on consciously choosing a strategy? I had a student tell me that her head seems to just want to visualize. She doesn't notice a lot of connections and questions etc. Another student just wonders throughout the text. Matter of fact I am that kind of reader. So , and I know this isn't a new dilemma for MOT teachers, but once again I am asking myself what I want to say to kids about strategic reading. I would love to hear from others how you distinguish metacognition from conscious application of strategies, and when do you call it a day. And do you think I have drawn the wrong distinctions between metacogntion and strategic reading? Gina _ Get today's hot entertainment gossip http://movies.msn.com/movies/hotgossip?icid=T002MSN03A07001 ___ 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. -- No virus found in this incoming message. Checked by AVG Free Edition. Version: 7.1.405 / Virus Database: 268.13.9/490 - Release Date: 10/20/06 ___ 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. Check out the new AOL. Most comprehensive set of free safety and security tools, free access to millions of high-quality videos from across the web, free AOL Mail and more. ___ 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.
