I have seen Harvey Daniels model the use of mixed pieces as a pre-reading activity and do so with a wide variety of pieces which included more encylopedic reading, feature articles, charts and tables--even cartoons. It is the student and not the teacher making the determination of what to reach for. Once the strugglers see others reaching for a cartoon or a graph or an easier piece of text, the stigma is gone.
My husbands eighth graders are gearing up to read The Thanksgiving Visitor by Truman Capote and his pre-reading experiences are really focused on photographs. He has been focusing on sensory imagery and wants to drive home how our ability to use imagery is driven by schema, so kids will read the first couple of paragraphs (in which time and setting is generally established), then do the photograph activity and one other prereading activity before returning to the opening paragraphs to have a second go at imagery. Lori On 12/2/07 9:55 AM, "Linda Lavoie" <[EMAIL PROTECTED]> wrote: > What ever you do, do not give "primary looking reading materials" to > struggling readers at the intermediate level. It destroys their self-concept > and hinders progress! Teach the primary concepts as pre-reading > activitiesusing books others are reading in class......well below 2 or more > years grade level books should not - in my opinion - be used during > literature group reading unless everyone is using them for skill > reinforcement............ > > I have watched the practice of giving very struggling readers , primary > material in the "reg ed program" and have not yet had the opportunity to > watch those readers actually behave and read the books- it is a great > technique though for making students feel badly or for escalating their > inappropriate behavior! Unfortunately, a practice that is used in many > schools....................think differentiation? and hopefully you are > using many picture books for introducing concepts to all? > > Best Wishes > > > On 12/2/07, Joy <[EMAIL PROTECTED]> wrote: >> >> Thanks Pam. >> I really like Lori's suggestion. I've found whenever I turn things over to >> the kids like this I have excellent results. The kids really step up to the >> plate when they have their ideas invested in what they are doing. However, I >> want to make sure that I monitor what they are doing so they include >> important points in their rubric. This is why I'm asking for suggestions for >> extending retell beyond the basic story map for older students. >> >> Because Growing Readers was written with primary grades in mind, I'm >> concerned that the ideas, while still applicable, may seem childish to my >> savvy 4th grade students. Does anyone have any ideas how to elaborate on >> these ideas? My students do Book Tell daily, but I'm really interested in >> guiding them during conferences so I have a few "experts" who can model for >> the rest of the class. >> >> I'm thinking that using questioning to help them think about the text >> might help. Helping them develop their sense of wonder about what they are >> reading. . . Maybe help them ask better questions during the question and >> comment portion of Book Tell . . . Getting them to think about the author's >> purpose or the motivation of their characters. . . >> >> What do you think? How else can I get these students who are reading above >> grade level. >> >> >> >> Joy/NC/4 >> [EMAIL PROTECTED] >> How children learn is as important as what they learn: process and content >> go hand in hand. http://www.responsiveclassroom.org >> >> >> >> >> >> >> >> >> >> >> >> --------------------------------- >> Be a better sports nut! Let your teams follow you with Yahoo Mobile. Try >> it now. >> _______________________________________________ >> 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. > -- Lori Jackson District Literacy Coach & Mentor Todd County School District Box 87 Mission SD 57555 http:www.tcsdk12.org ph. 605.856.2211 Literacies for All Summer Institute July 17-20. 2008 Tucson, Arizona _______________________________________________ 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.
