Yes, I have them work on predictions and visualizing.  They also do 
connections.  I think the timer idea is a good one.  I don't think they'll do 
that at home, though.  

I think I may be the only teacher in my building who teaches strategies.  In 
the fall they really dislike the strategies.  By now, I think they are used to 
the strategies, but they don't like them.  They just complain less.
Jan



-------------- Original message ----------------------
From: "Bill Roberts" <[EMAIL PROTECTED]>
>
> One thing you can do is set a timer.  When it goes off, have them write down 
> what they are thinking.  Or break the reading selection into small units and 
> have them read parts at a time....
> 
> But why are their little minds wandering?  Is the material interesting?  Are 
> they making connections to the topic?  Making predictions?  Visualizing? 
> Generally, if they are using the strategies, they won't be wandering....
> 
> Bill
> 
> 
> ----- Original Message ----- 
> From: <[EMAIL PROTECTED]>
> To: "Mosaic: A Reading Comprehension Strategies Email Group" 
> <[email protected]>
> Sent: Thursday, May 24, 2007 7:59 PM
> Subject: Re: [MOSAIC] wondering minds
> 
> 
> > OK... sorry about that.  I mean WANDERING.
> > Ugh.
> > I really do need reaindg glasses.  (Wondering is a good thing.)
> >
> >
> >
> > -------------- Original message ----------------------
> > From: [EMAIL PROTECTED]
> >>
> >> I still have a month of school -- our last day is June 25!  I need some 
> >> ideas
> >> about how students can know when their minds are wondering and they are 
> >> no
> >> longer paying attention to what they are reading.  From what my students 
> >> say,
> >> they have this problem a lot.  I teach middle school, so I'd love hearing 
> >> ideas
> >> that work with middle schoolers.
> >> Thanks!
> >> Jan
> >>
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> >>
> >
> >
> >
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> 
> 
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> 



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