Very useful for fiction. One of the key benefits of scrolls is that you can
see an entire story at a glance. This helps students keep track of sequence
and context; it enables conversation to be more concretely anchored to the
text ("Show me where she says that..." "Can you show me where she learns
about her best friend's secret?" etc.). Because everything is right out
there, in front of everyone, conversations can go deeper into the details
AND can "see" the larger themes and ideas as well. The strategies --
Inferences, predictions, questions, etc. -- are much more richly supported
in an unrolled scroll than they are in a bound book.
There are lots of ways to use scrolls for fiction. You can first read a
story in bound book form and then go back and view the scroll and discuss
the story. Or you can simply unroll the story as you read. This allows
students to look back as you read -- which is a great thing.
Scrolls can be simply opened and read and discussed -- and not mapped. Or
you can map them. You can also use sticky notes. As the sticky notes
and/or mapping accumulate, patterns will emerge -- characters coming in and
out of the story, time sequences, etc. You can also talk about how a story
can be divided into parts, based on shifts in the story line, etc. There is
so much that you can do.
Think of the scroll as just another book form -- one that provides
capabilities that bound books do not provide. Scrolls really are an
excellent book form for instruction. They really do complement the kind of
constructivist teaching that "Mosaic" and "To Understand" and so many of the
other books of this ilk are all about.
I hope that this is helpful.
- 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: "Heather Green" <[email protected]>
To: "Mosaic: A Reading Comprehension Strategies Email Group"
<[email protected]>
Sent: Wednesday, June 03, 2009 7:54 PM
Subject: Re: [MOSAIC] Teaching Literacy in Older Grades question
Dave,
I am trying to understand textmapping. It sounds very cool. Is it only
used for non-fiction? Can you give me an example of how you'd textmap a
1st
grade story? I'm not sure I understand what you do besides highlight text
features you see like titles, headings, charts, diagrams, etc. You should
put up a youtube video of texmapping in action!
Heather
On Wed, Jun 3, 2009 at 4:38 PM, Montana Vasquez
<[email protected]>wrote:
Thanks! I've never seen those used in the classrooms in the I've seen.
This sounds great.
On Wed, Jun 3, 2009 at 4:28 PM, Dave Middlebrook <
[email protected]> wrote:
> 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!
>> _______________________________________________
>> Mosaic mailing list
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>> 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.
>
>
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