Some of the charts look similar, but the ones we have are truly all about the process. Unfortunately I don't have any pictures (I will do that this coming up year!), but I can give examples.
For example, we might have a chart: How Do I Read ad Understand the Science Textbook? -Look at all the text features first to get the big idea -Read the running text, cross-check with the text features to make sure I understand the big idea Usually these charts are longer, but I'm blanking right now! :) They are co-created with students at the end of a lesson, as a summary of what they did, to cement it in their brains. On 8/8/07, Ty Dartez <[EMAIL PROTECTED]> wrote: > > Hi Steve, > > I'm going to go ahead and field this one for Heather, by saying that if > you go to the following address: > > http://www.readinglady.com/mosaic/tools/tools.htm > > you can page all the way down to the bottom under "Photographs" and go > to "36 Anchor charts by Heather and Ginger." I am guessing that > Heather's probably look similar to these, and yes, Heather this does > sound like a great teaching tool:) > > Heather, if you do have some photographs, it would be great to see > them....I know that I personally was never forward-thinking enough to > take photographs (of course, I don't have a digital camera either!) > > May Dartez > Title L.A. 6-8 > Georgia > On Aug 8, 2007, at 8:53 PM, <[EMAIL PROTECTED]> wrote: > > > Heather, > > > > Those posters sound like a great teaching tool. If you have examples > > of those posters in electronic form, would you be able to send those > > to the list? Thanks. Steve > > > > ---- Heather Poland <[EMAIL PROTECTED]> wrote: > >> Ahh, my specialty :) I've taught intervention classes and am now a > >> literacy > >> coach for the intervention classes at my school. > >> > >> One thing many of these students need is success. They have had YEARS > >> of > >> failure and do not feel good about it. They will tell you they do not > >> like > >> reading, but if you find the right book for them, they do! > >> > >> I always had a read aloud - sometimes they had a copy of the book, > >> sometimes > >> they didn't. I also think teaching *strategies* (like you would do in > >> workshop) is the way to go. When I taught my intervention class I > >> used a lot > >> of ideas from Cris Tovani's I Read It, But I Don't Get It. One of the > >> most > >> important lessons I did was about listening to the voice on your head > >> from > >> that book. Many of these students don't realize that you talk back to > >> the > >> book and there is that voice in your head. > >> > >> Also, another important area to work on is teaching them how to > >> access texts > >> in *every* content area. This is what the program I work with now > >> focuses > >> on, and we have seen great success! The students go to their content > >> area > >> classes and feel like experts because they know how to navigate the > >> text. > >> > >> It's super important to teach them about text structure - if they > >> know how a > >> particular genre is set up, they will know what to expect from that > >> type of > >> text when they get to it. For example, the articles in Scholastic (a > >> GREAT > >> resource) are set up: Anecdote, general info about topic, back to > >> anecdote. > >> When they kids know this and are taken through it and you discuss why > >> the > >> anecdote is there, they really start to understand. Often, when you > >> give > >> them these articles without going over the text structure, they get > >> caught > >> up in the anecdotes and think that is the point of the article, when > >> it's > >> not. > >> Textbooks have a different structure, as do other genres. In the > >> intervention classes at my school, we keep charts up about the > >> different > >> text structures, text features, and different processes we go through > >> to > >> understand the text. > >> > >> On 9/8/07, Janet Smith <[EMAIL PROTECTED]> wrote: > >>> > >>> Pat, I have had at least one Reading Intervention class for the past > >>> two > >>> years, and this year I will be having two. The first year I really > >>> floundered.....tried to make it "fun" and do some novels, etc. That > >>> did > >>> not > >>> work at all. So last year I tried to make a routine that would make > >>> the > >>> kids > >>> feel safe, but not punished. I did a vocabulary activity (including a > >>> SHORT > >>> worksheet , modeling state questions) on Monday, some short text from > >>> magazines on Tuesday, some extended response questions on Wednesday, > >>> and > >>> some personal responses to articles (including compare/contrast, > >>> questioning > >>> visualizing, connecting) on Thursday. If everyone was there every > >>> day, and > >>> tried to complete the work, on Friday I gave them a day to play > >>> chess, > >>> scrabble, or do jigsaw puzzles. These activities are excellent for > >>> concentration and problem solving. I had a very successful year with > >>> the > >>> kids, and all but one passed the Ohio State Reading Achievement > >>> Test. When > >>> I > >>> use short text, I often use magazines from Scholastic. Hope this > >>> helps. > >>> Janet...Ohio 8th Grade Reading > >>> > >>> > >>> -------Original Message------- > >>> > >>> From: [EMAIL PROTECTED] > >>> Date: 8/8/2007 4:23:50 PM > >>> To: [email protected] > >>> Subject: [LIT] Struggling MIddle School Readers > >>> > >>> I just received my schedule for the next school year. I will have > >>> three > >>> 8th > >>> grade AIS (academic intervention services) classes. These students > >>> are the > >>> lowest regular ed readers on the grade level. Class size will be kept > >>> small. > >>> These > >>> kids will be missing some of the more fun classes (technology, art > >>> etc) to > >>> take this reading course. I would love to hear how other middle > >>> school > >>> teachers > >>> would work with this group. > >>> > >>> Pat - NY > >>> > >>> > >>> ************************************** > >>> Get a sneak peek of the > >>> all-new AOL at http://discover.aol.com/memed/aolcom30tour > >>> _______________________________________________ > >>> The Literacy Workshop ListServ http://www.literacyworkshop.org > >>> > >>> To unsubscribe or modify your membership please go to > >>> http://literacyworkshop.org/mailman/options/lit_literacyworkshop.org. > >>> > >>> Search the LIT archives at http://snipurl.com/LITArchive > >>> _______________________________________________ > >>> The Literacy Workshop ListServ http://www.literacyworkshop.org > >>> > >>> To unsubscribe or modify your membership please go to > >>> http://literacyworkshop.org/mailman/options/lit_literacyworkshop.org. > >>> > >>> Search the LIT archives at http://snipurl.com/LITArchive > >>> > >> > >> > >> > >> -- > >> - Heather > >> > >> "The world of books is the most remarkable creation of > >> man. Nothing else that he builds ever lasts. Monuments > >> fall; nations perish; civilizations grow old and die out; > >> new races build others. But in the world of books are > >> volumes that have seen this happen again and again and yet > >> live on. Still young, still as fresh as the day they were > >> written, still telling men's hearts of the hearts of men > >> centuries dead." --Clarence Day > >> > >> "While the rhetoric is highly effective, remarkably little > >> good evidence exists that there's any educational substance > >> behind the accountability and testing movement." > >> —Peter Sacks, Standardized Minds > >> > >> "When our children fail competency tests the schools lose > >> funding. When our missiles fail tests, we increase > >> funding. " > >> —Dennis Kucinich, Democratic Presidential Candidate > >> _______________________________________________ > >> The Literacy Workshop ListServ http://www.literacyworkshop.org > >> > >> To unsubscribe or modify your membership please go to > >> http://literacyworkshop.org/mailman/options/lit_literacyworkshop.org. > >> > >> Search the LIT archives at http://snipurl.com/LITArchive > > > > _______________________________________________ > > The Literacy Workshop ListServ http://www.literacyworkshop.org > > > > To unsubscribe or modify your membership please go to > > http://literacyworkshop.org/mailman/options/lit_literacyworkshop.org. > > > > Search the LIT archives at http://snipurl.com/LITArchive > > > _______________________________________________ > The Literacy Workshop ListServ http://www.literacyworkshop.org > > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/lit_literacyworkshop.org. > > Search the LIT archives at http://snipurl.com/LITArchive > -- - Heather "The world of books is the most remarkable creation of man. Nothing else that he builds ever lasts. Monuments fall; nations perish; civilizations grow old and die out; new races build others. But in the world of books are volumes that have seen this happen again and again and yet live on. Still young, still as fresh as the day they were written, still telling men's hearts of the hearts of men centuries dead." --Clarence Day "While the rhetoric is highly effective, remarkably little good evidence exists that there's any educational substance behind the accountability and testing movement." —Peter Sacks, Standardized Minds "When our children fail competency tests the schools lose funding. When our missiles fail tests, we increase funding. " —Dennis Kucinich, Democratic Presidential Candidate _______________________________________________ The Literacy Workshop ListServ http://www.literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/lit_literacyworkshop.org. Search the LIT archives at http://snipurl.com/LITArchive
