Try scrolls and textmapping. The approach makes reading -- and thinking and talking about reading -- about as multisensory as is imagineable. All you need is a copy machine, colored markers, cellophane tape, and a classroom full of kids.

Scrolls are an excellent platform for constructivist teaching that is richly differentiated and inclusive. The simple act of unrolling the book opens new opportunities for reaching students. It broadens access, expands the zone of proximal development, invites engagement, creates extraordinary openings for conversation, and facilitates sharper insights and deeper understanding. They are being used in K-16 classrooms precisely because of the multisensory component. It works.

More information:
background: http://www.textmapping.org/whWorkshopNotes.html#introductionHead
book draft: http://www.textmapping.org/unrollingTheBook.html

Best of luck,

- Dave

Dave Middlebrook
The Textmapping Project
A resource for teachers improving reading comprehension skills instruction.
www.textmapping.org   |   Please share this site with your colleagues!
USA: (609) 771-1781
[email protected]



----- Original Message ----- From: "Montana Vasquez" <[email protected]>
To: <[email protected]>
Sent: Wednesday, June 03, 2009 3:52 PM
Subject: [MOSAIC] Teaching Literacy in Older Grades question


Hi!

My name is Montana.  I am currently ending my first year in a two year
program.  I taught 2nd grade this year and will be teaching 1st next year.
Previously I taught toddlers in a Reggio-Emilia school for 3.5 years.  I
joined this listserve as a requirement for class, and I had a question. I
find that the jump from teaching literacy in K and 1 is huge to 2nd grade.
The earlier grades have fun activities, colors, and sensory stimulating
information coming in.  Does anyone have suggestions on how to bring this
into a 2nd grade (or higher) classroom?

Thanks!
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