I was a CELL (California Early Literacy Learning ) Literacy Coordinator. I
know they branched out to other states. Are you affiliated with CELL (which is
now called the Comprehensive Lit. Learning, I believe.) ? Who are your trainers?
Carol
-------------- Original message ----------------------
From: RICHARD THEXTON <[EMAIL PROTECTED]>
> Currently I'm a literacy coach in a K-5 building. Previously, I taught
> Reading
> Recovery. I also teach a program called Early Literacy Learning for Arkansas
> (ELLA) to K-1 teachers in our district. It's a great, 2 year professional
> development opportunity for teachers that focuses on the Comprehensive
> Literacy
> Model. My classroom experiences range from Pre-school, K, 1st and 3rd.
>
> Felicia Barra <[EMAIL PROTECTED]> wrote: Kelli,
>
> I'm just curious. What grade do you teach?
> ----- Original Message -----
> From: "RICHARD THEXTON"
> To: "Mosaic: A Reading Comprehension Strategies Listserv"
>
> 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 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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>
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