No... For predictions yes, as you can not predict what you already know. But inference is different. When inferring, the clues or information given are used to make a decision or inference about something, but it may not be told or confirmed as you read ahead. Example: The child stomped and pouted on the way to her bedroom. The writer does not say the girl is angry -we must infer that from the text.
During read aloud I would not use parts I plan to use as a model during the mini-lesson, in my think aloud. Even though the students have heard the text, you can still go back and revisit portions of it to explicitly teach inference. Jan We must view young people not as empty bottles to be filled, but as candles to be lit. -Robert Shaffer ----- Original Message ----- From: [EMAIL PROTECTED]<mailto:[EMAIL PROTECTED]> To: Mosaic: A Reading Comprehension Strategies Email Group<mailto:[email protected]> Sent: Monday, November 24, 2008 7:35 PM Subject: Re: [MOSAIC] Text-to-Self Mini-Lesson Question Is it hard to follow this order for inference? Sent from my BlackBerry Smartphone provided by Alltel -----Original Message----- From: jan sanders <[EMAIL PROTECTED]<mailto:[EMAIL PROTECTED]>> Date: Mon, 24 Nov 2008 17:08:45 To: Mosaic: A Reading Comprehension Strategies Email<[email protected]<mailto:[email protected]>> Subject: Re: [MOSAIC] Text-to-Self Mini-Lesson Question Leslie- I teach 3rd graders this year. I was a literacy coach for 7 years and I was able to apply this is all grade levels. If I was going to use a book to teach from, I would have the teacher read it to the class before I used it to teach. Now that I have my own class, I have a read aloud time every day from 11:45 until 12:05. It is at this time I read aloud, think aloud, and we share out thoughts and ideas about the text, the pictures, the format, etc... Then at readers' workshop time if I want to teach something explicitly, I use the part of the text that is a great example or model of that. In fact, sometimes I'll have 3 or 4 samples marked from the same or different books. But.... I have always read the book to them before I use it as a teaching tool. I don't reread the entire text, only the few sentences, or pages, that are an excellent example of what I am teaching. I have reread entire books to the class, but only because they are beloved favorites and the kids request to hear it again, or I thought we needed to hear the author's message again. Jan We must view young people not as empty bottles to be filled, but as candles to be lit. -Robert Shaffer> From: [EMAIL PROTECTED]<mailto:[EMAIL PROTECTED]>> To: [email protected]<mailto:[email protected]>> Date: Mon, 24 Nov 2008 16:17:48 -0500> Subject: Re: [MOSAIC] Text-to-Self Mini-Lesson Question> > Jan,> This is where you lose me. I can't seem to do this with my third graders. Once you have read the book and done the predictions and talked about the author's craft and whatever your strategy objective was, I can't see rereading the book. We always have a pile of books we never seem to get to. I leave the read-alouds in the classroom library for them to read on their own but I rarely revisit them unless I use them for a writing lesson or a different strategy. Do you teach younger children?> Leslie> > -----Original Message-----> From: [EMAIL PROTECTED]<mailto:[EMAIL PROTECTED]> [mailto:[EMAIL PROTECTED] On Behalf Of jan sanders> Sent: Friday, November 21, 2008 6:23 PM> To: Mosaic: A Reading Comprehension Strategies Email> Subject: Re: [MOSAIC] Text-to-Self Mini-Lesson Question> > > When I am teaching using a mini-lesson I do not read the whole book -just the portion needed for the mini-lesson.> That does not mean I do not read the whole book. I have read the whole book to them -before I use it in a> mini-lesson. They are familiar with the book and can concentrate on the lesson. It is the 2nd and third read that> often triggers the deepest comments. Like revisiting an old friend -we know them and are here to learn more about them.Jan> We must view young people not as empty bottles to be filled, but as candles to be lit. -Robert Shaffer>> > > _______________________________________________> Mosaic mailing list> [email protected]<mailto:[email protected]>> To unsubscribe or modify your membership please go to> http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org<http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org>.> > Search the MOSAIC archives at http://snipurl.com/MosaicArchive<http://snipurl.com/MosaicArchive>.> _______________________________________________ Mosaic mailing list [email protected]<mailto:[email protected]> To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org<http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org>. Search the MOSAIC archives at http://snipurl.com/MosaicArchive<http://snipurl.com/MosaicArchive>. _______________________________________________ Mosaic mailing list [email protected]<mailto:[email protected]> To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org<http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org>. Search the MOSAIC archives at http://snipurl.com/MosaicArchive<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.
