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.
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.
Re: [MOSAIC] metacognition
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 _ Use video conversation to talk face-to-face with Windows Live Messenger. http://www.windowslive.com/messenger/connect_your_way.html?ocid=TXT_TAGLM_WL_Refresh_messenger_video_072008 ___ 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
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.
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: 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: 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.
Re: [MOSAIC] metacognition or conscious strategy use
I also heard somewhere that a "strategy" is something that you choose to use when you need help with something. This can be true in both reading and writing. I loved hearing the conversations that 6th graders have about their reading. I sometimes have trouble getting my 4th graders to talk about their reading. Suzanne -Original Message- From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED] On Behalf Of William Roberts Sent: Saturday, October 21, 2006 5:14 PM To: Mosaic: A Reading Comprehension Strategies Listserv 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: 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. ___ 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, In 4th grade we say that metacognition is "thinking about your thinking". It's an awareness of which strategies you might be using to help you at the time. They seem to get this. My problem has always been ggetting the struggling kids to really know when they don't know and stop right then and there and do something about it. Sue ___ 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.
