We have been working on schema and making connections over the last few weeks. We have specifically been working on text-to-self connections and it is going fine. I have modeled my thinking several times, we shared connections and put them on a chart, we then numbered the connections to find the very useful ones (Debbie Miller), and the kids have done some writing and drawing about connections they have from books I've read aloud. So now I'm thinking they should do some writing about connections from books they read with a partner and then books from their independent reading time of the workshop. Does that sound right? I think they are ready for this, but what do you do when they don't have a connection from their reading that day. They may well be reading a book and not have a connection so what do I do then? This is the 3rd year I've taught with the comprehension strategies and a reader's workshop and I LOVE it. However, sometimes I still get stuck. I'm trying to think of stories that they could really make connections with that they could read with a partner AND I'd have enough copies of. My other thought (I just had it now) was to move ahead with t-t and t-w connections and then have them do the writing with a partner and independently. They might have a greater chance of making a connection then. Am I rambling?...I feel like I'm rambling. Someone help me before my head explodes! haha. I'm not really stressed...just need your wonderful, knowledgeable opinions!
thanks ever so, Wendy _______________________________________________ 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.
