I'm trying to focus quite a bit on the thinking strategies, more so than in the 
past, and because I'm being more explicit this year, my fear is that I'm over 
thinking and beating it in a bit too much.  Here's my latest question: 
I an teaching my students about activating and building new schema.  We've 
discovered that we use schema at the word level when we discover meaning using 
context clues and word structure (prefix, root, suffix, etc.), and when we 
think about a topic before we read.  We've also discovered we activate schema 
when we study different authors and their craft, and also we've discovered we 
can understand what  characters do, say, and think by understanding a character 
schema.  Now we're moving on to how we use schema when we read non-fiction.  My 
question is this:  Becuase activating and building schema is such a huge piece 
of reading non-fiction, what is a reasonable amount of time to spend on this in 
terms of direct instruction?  My hunch is this a strategy that will spiral 
frequently throughout the year as we read during science, social studies, etc.

Does anyone have suggestions for short model texts at the third-fifth grade 
level?  
 
On a side note:  Ok, now I'm confused.  I've been working on metaphors, 
similes, and analogies...Isn't the apple metaphor really a simile?  

-------------- Original message from "Bill Roberts" <[EMAIL PROTECTED]>: 
-------------- 


> 
> 
> > Bonita 
> > Great metaphor! I can't wait to use this with my kids! 
> 
> Remember, I teach middle schoolers. Eating and licking would not be 
> interpreted properly for their age group.... 
> 
> Bill 
> 
> 
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