I changed back to kindergarten this year after teaching the strategies in first and second grade. Of course, the main problem with five year olds is not getting them to recognize that inner voice: they shout out every connection they have with the text, try to predict, question constantly. I am feeling my way here as the kids are still getting used to a group setting (day 12 is today) and I have a feeling it may take a while. We have started Read to Self as described in The Daily Five (love that book!!!) and yesterday I popped next door to get my friend to come see them all around the room quietly reading!! They lasted over 5 minutes. Very sweet! So I know we will get there. Any tips from others in Kindergarten? Laura
On 9/14/06, [EMAIL PROTECTED] <[EMAIL PROTECTED]> wrote: > > Well I am so glad to have the list back and running. Thanks to Ginger and > Keith for setting us back up! > I have switched from third grade to fifth this year. I am also getting my > master's (hence my new signature block!), and my oldest is going through the > college application process this fall. Needless to say, it's going to be a > busy year! > > I have started strategy instruction with metacognition. I did the tray > activity that someone posted a long time ago to concretely show how we have > two voices when we read : the reciting voice and the conversation voice. A > student carries a tray with about a dozen items around the circle of > children. The children are asked to remember what is on the tray as it > passes by twice. The student with the tray goes out of the viewing area of > the class. The children recall what they saw on the tray. Then you ask them > to describe details about the student who carried the tray. > > My students did well with both. That lead me to explain that their main > focus was on the tray and that is like their reciting voice. It is what they > are actually reading. What they noticed about the student is like their > conversation voice; they weren't fully aware of it, but they were using it > to observe. This is like their conversation voice, the voice that has you > talking to the text with questions, visualizations, emotions, and > inferences. I think it went well and helped them to understand what I mean > by that inner voice. > > Next I modeled my own converstaion voice by reading aloud an Allen Say > book. I am drawing a blank on the title, but it is the story about a > billboard painter. I paused and asked questions, made predictions, shared > visualizations, inferred emotions, etc. They did a turn and talk about what > they observed me doing. > Next I want to have them try some OWL reading. Zaneda posted this concise > use of strategies that I found really successful for introducing strategies > last year in third grade. Students will mark their own thinking for > Observations, Wonders, and Links. > I am reading aloud Ruby Holler. I've never read it and we are really > enjoying it. > > Since I am team teaching now, I will be teaching science along with > language arts. I think I'll try textmapping tomorrow for a chapter in the > science text. > > So that's what is going on in my room. Let's hear from more folks about > how you've begun your year. > Be well! > -- > Maura Sackett 0349106 > MS in Education:Curriculum, Instruction, and Assessment > Maplewood, New Jersey > Eastern Time Zone > _______________________________________________ > Mosaic mailing list > [email protected] > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > > _______________________________________________ Mosaic mailing list [email protected] To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org.
