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
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 rea
**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 ques
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 t
Hello Everyone and Happy Summer!
I have been a special education teacher for 22 years. In September, I
will be a first time second grade teacher. I am very excited about this new
endeavor. It has re-energized me and I feel like a brand-new teacher. I
have been doing comprehension strate
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 conn
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 ch
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
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
**How long do you spend explicitly teaching each different type of
connection?
I'm not sure it is important to explicitly teach each different type
of connection. Once my students make a connection, we discuss how they
are connecting to the book and then talk about which of the three
types of conn
I used the lessons from Tanny McGregor's book to model and guide
children to check for real reading. It is the one about real reading
salad. My second graders truly connected with that idea. From January
on I could hear children having discussions about making real reading
salad while they were th
**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 superfi
As the Lori in question, thanks to all.
Lori Jackson
District Literacy Coach and Mentor
Todd County School District
Box 87
Mission SD 5755
- Original message -
From: Lori
To: Mosaic: A Reading Comprehension Strategies Email Group
Date: Monday, July 06, 2009 1:16 AM
Subject: Re
**How long do you spend explicitly teaching each different type of
> connection?
I try to pay attention to the responses that the majority of the class gives
during whole group discussions, but typically plan on spending no more than
a week on each type. Then more teaching happens during individu
Many of you have indicated an interest in having a weekly strategy
discussion this summer based on comprehension strategies outlined in
Strategies That Work. In order to make this discussion as productive as
possible we have worked to create a schedule of topics. By sticking to this
schedule hope
As a teacher who is fairly new to using these strategies so explicitly I
have many more questions on how to do this than I have resources and
suggestions! To start the conversation, here are some questions that I have
- please join in by sharing your experiences as well as asking questions
that yo
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