We have done Sarah Plain and Tall and A Lion to Guard Us--that one also has great history connections--in third grade. I have done both with mixed readers--with support for my weaker decoders with the reading. But they aren't too long or too hard. Laura C
-----Original Message----- From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED] On Behalf Of Susan Walters Sent: Saturday, September 30, 2006 8:37 AM To: Mosaic: A Reading Comprehension Strategies Listserv Subject: Re: [MOSAIC] Chapter Books/ monitoring I also teach 3rd grade. 1/2 of my class is reading chapter books and 1/2 are way below grade level. We have been working on connections and predictions and they are really strong in this area. I notice in guided and independent they really don't know when they don't understand vocabulary and meaning breaks down. I was going to switch to shared reading of a chapter book Stone Fox and really model how to monitor ourselves and fix up when we lose meaning. Any other books that you can reccommend for this? I was loooking for short shared pieces but a chapter book would hit the higher readers need as well as the lower. (My lower reader are excellent thinkers) ----- Original Message ----- From: "Susan Nixon" <[EMAIL PROTECTED]> To: "Mosaic: A Reading Comprehension Strategies Listserv" <[email protected]> Sent: Thursday, September 28, 2006 12:41 PM Subject: Re: [MOSAIC] Chapter Books > > I did in 3rd grade. We read in mixed-level groups, discussing the > chapter beforehand and having 2-3 questions to think about during > reading, discussing afterward. I also had them use their reading > journals to record words that they found difficult, and how they > determined what it might mean. Then we discussed those words - quite > often a group was able to figure out the meaning when no one knew it. > I think the key was discussion. We kept double entry journals where > they wrote questions on one side and answers on the other, sometimes, > or things to help them keep track of the various characters and what > their ideas, attitudes, characteristics and actions were, etc. > (character name on one side - other column to record what you learn > about that character) > > The more discussion there is, among the children in a group, and as a > whole class, the better it works. Sometimes I would have the > students come up with questions about the chapter under discussion. > Then we would classify the questions, and discuss the answers. > Sometimes I would give them a list of words and phrases from the > chapter first, have them discuss them, and then decide what they had > to do with the story, making predictions about what was in the > chapter. > > There are dozens of ways to make it work, even though they are not > all on the same level. > > Check out <http://www.readingquest.org> for graphic organizers and > other ideas for intermediate grade students. > > -- > Susan > > "Education is not the filling of a pail, > but the lighting of a fire." > ~William Butler Yeats > > _______________________________________________ > Mosaic mailing list > [email protected] > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > _______________________________________________ Mosaic mailing list [email protected] To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. _______________________________________________ Mosaic mailing list [email protected] To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
