Kelli,
I'm just curious. What grade do you teach?
----- Original Message -----
From: "RICHARD THEXTON" <[EMAIL PROTECTED]>
To: "Mosaic: A Reading Comprehension Strategies Listserv"
<[email protected]>
Sent: Sunday, September 17, 2006 3:05 PM
Subject: Re: [MOSAIC] reflections-grading
As with any strategy, I like to start with a read aloud where I think
outloud about my thinking. I always read the book ahead of time and mark a
few spot where I will "make a mistake." As good readers, we don't naturally
"make mistakes", so I have to mark those spots to remind myself:) As with
any explicit instruction, I always explain to students what I am going to be
teaching them thru my think aloud 1st. Another thing that I do that I read
about in Reading with Meaning is to explain to children that when I"m
reading to them I will hold the book up, but when they see me lay the book
on my lap, they will know I am thinking outloud about my thinking.
Listening to that "little me"! As I make mistakes, I, first of all, NOTICE
that that did not sound right, or make sense, or when I really look at that,
it doesn't look right. (I love the clunk or chunk!) Then I think outloud
about what I could try to "fix it up"
I have cut and pasted the section from The Reading Lady about the explicit
instruction for "Fix Up Strategies" This was what I actually used for my
1st Monitoring Comprehension lesson.
· Read a chosen text.
· Explain "Fix-Up strategies" (When I don't understand what I
read, I do certain things to make sure that I understand before I continue
reading.)
· On a chart with Fix-Up Strategies at top, record what you do to
monitor and repair comprehension during think alouds while reading various
texts. (For example: notice when understanding is lost, stop and go back to
clarify thinking, reread to enhance understanding, read ahead to clarify
meaning, identify and talk about what is confusing about the text, recognize
that all questions about a text have value, sound it out, speak to another
reader, read the text aloud, go slow.)
· Read and stop for 2-3 think alouds. ("While I reading
___________________, I realized that I didn't understand_________________so
I used the Fix-Up strategy _________________to help me understand.
· Explain that the purpose of Fix-Up strategies is to monitor and
repair comprehension while listening to and reading text.
· Send students off to Independent Reading and remind them to use
Fix-Up strategies.
The thing that I do differently, especially if we are reading a story out
of a basal, is to send off those who can read the story independently with a
buddy. The other students who are below grade level, or English Language
Learners, I keep with me and continue to read the passage aloud, letting
them "monitor" my mistakes and help decide what I might try to fix it up.
After we have read part of the passage, we always come back together
discuss the story itself and then discuss how we applied the strategy.
During familiar reading time, when students are practicing reading at
their indepedent reading level, I always remind them to apply the strategy
we've been learning. They "hold onto their thinking" by placing post-it's
where they monitored, or record their monitoring in the reading response
journal. Of course, I have modeled this MANY times prior to sending them
off to do it on their own.
Hope this is helpful!
Kelli Thexton
jepilyn matthis <[EMAIL PROTECTED]> wrote:
Talk a little more about how you teach monitoring. I would love to hear
your ideas.
----- Original Message -----
From: "RICHARD THEXTON"
To: "Mosaic: A Reading Comprehension Strategies Listserv"
Sent: Sunday, September 17, 2006 9:56 AM
Subject: Re: [MOSAIC] reflections-grading
>I always like to start with Monitoring. If kids don't grasp what they are
>reading, then the rest of the strategies really won't help. I have way too
>many kids that read something that makes absolutely NO sense and just keep
>right on going! 1st and foremost I want them to learn to listen to what it
>is they are reading and make sure what they just read makes sense! I want
>them to notice when it doesn't make sense or sound right or look right!
>THEN we can move on to deeper understanding.
>
> Susan Walters wrote: Veronica in texas. When you
> say you are starting at the beginning do you
> mean with connections???
> I am 3rd grade and am starting the 3rd week of school. My kids seem to
> have
> a good grasp of story elements and
> summary. I was going to begin connections this week. Explicitly showing my
> thinking and working through texts together. I was beginning with the pain
> and the great one or my rotten redheaded older brother. We have been
> talking about the "inner voice" but many of my kids have not heard of the
> strategies. We are focusing how it helps us understand>
> ----- Original Message -----
> From:
> To:
> Sent: Sunday, September 17, 2006 7:41 AM
> Subject: Re: [MOSAIC] reflections-grading
>
>
>> Jepi,
>> I saw the same thing for the past 2 years with my daughter. She took AP
>> English her 9th and 10th grade year and had a very difficult time. Her
>> teacher
>> expected her to read the text and analyze it...it was very difficult for
>> her and
>> she didn't do as well as she wanted. She has ALWAYS been an "A" student
>> in
>> advanced classes...but, when she hit high school...well, let's say she
>> had
>> to
>> work. My asst principal said to me yesterday, that a 2nd grade teacher
>> said
>> that she had never had a group of kids which could read and think through
>> their reading like the first grade group we sent them this year. I went
>> to 3rd
>> this year and my class cannot think through their text. I am starting
>> from the
>> beginning. But, now I realize the pay off for he children.
>> Veronica in Texas
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>
>
>
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