Hi everybody! I am new to this listserve and I was looking through many of the topics and I thought this one was the most informative for what I am currently doing within my classroom. I am a 4th grade special education teacher in an inclusion room. Many of my students are not on level therefore I need to do more primary reading strategies with them. But after reading many of the entries I noticed that bringing in background knowledge and trying to add personal experiences help the students. I find this strategy most effective during guided reading time in my classroom. This week we were reading about a rooster in our reading series. So during guided reading we read about what a rooster does. I started out the lesson by asking the students if they know what a rooster looks like and how it sounds. By allowing them to bring in their personal experience of sounds actually helped them when reading the story because the sound a rooster makes was in the story and they needed to repeat it many times. After they gave their experiences of what they sounded like and where they could live I told them a story about my own experience with a rooster. I noticed that this got them more excited to start reading the short story. Just by bringing in students and teachers personal experiences and background knowledge the students recognized words that were actually in the story and got the excited into reading. Reading is a struggle for many of my students so many of the pre reading activities that I do on my classroom are to get the students excited about opening up the book and reading as a group and sometimes as an individual. Throughout the reading I stop frequently to have the students retell what has been going on in the story. The first time we read the story I have them give me actual straightforward details from the story. After the story has been read another time at the end I have them summarize the story for me and putting the story into their own words. I also have them create a CSPS chart, which helps them to practice organizing their ideas. Finally I have them illustrate their favorite scene and then write a few sentences about why they chose that picture, and what is happening in the picture. I have noticed that all of these activities let the students have more experiences with the books and allow them to read and understand the story more completely.
>===== Original Message From "Mosaic: A Reading Comprehension Strategies Listserv" <[email protected]> ===== >Lori, >Very well put! I noticed, as Lindsey mentioned, that there are ways that >take modeling a step further and really allow the student to understand and >use the strategy at hand. > >I am also interested in going deeper and the how's AND why's of each >strategy can vary depending on our connections with the text. I am >wondering, as you mentioned the connection you have with a text really has >to be shared with students. > >I think with children's literature it's also important to think of ways to >relate the text with real-life or even worldly situations. I think it's >wonderful that we can take messages from a children's book and make it hold >up with life's lessons. > >Sharing these types of things with middle/high school students is of >interest to me. I feel like sometimes it's easier on certain levels to get >them to relate, but the sharing part is tougher. Any suggestions? > > >From: <[EMAIL PROTECTED]> >Reply-To: [EMAIL PROTECTED],"Mosaic: A Reading Comprehension Strategies >Listserv"<[email protected]> >To: Mosaic: A Reading Comprehension >StrategiesListserv<[email protected]> >Subject: Re: [MOSAIC] strategies for little >ones-visualization/retelling/summarizing... >Date: Thu, 8 Feb 2007 06:59:34 -0700 (MST) > >I am convinced more and more that one of the most important things we can do >is to share our reading lives with children, >being sincere in sharing how strategy work helps us out when we are >encounter difficulties with text. As adults, how can we >sincerely model that using only childrne's literature? Also, I think we >need to think long and hard about how we extend this >language naturally into other parts of day--into all parts of our day. >These thinking strategies can be applied accross the >curriculum and until they do, they are just something we do for a teacher >during 'reading time'. > >Lori > >_________________________________________________________________ >Talk now to your Hotmail contacts with Windows Live Messenger. >http://get.live.com/messenger/overview > > >_______________________________________________ >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.
