Sounds wonderful....I know Thompkins spoke of grand conversations in the textbook that I used for my Developmental Reading class :)

-----Original Message-----
From: W.Robertson <[email protected]>
To: 'Mosaic: A Reading Comprehension Strategies Email Group' <[email protected]>
Sent: Tue, Jul 7, 2009 12:23 pm
Subject: Re: [MOSAIC] Text Connections










It may be a little off topic, but you mentioned literature circles with
assigned roles. I have done literature circles this way and have had
difficulties with management and accountability. A few years ago I started using the model set out in Faye Brownlies's Grand Conversation. It is great and I have had a lot of success in my literature circles since changing to
this very simple but rewarding model.
Wendy

-----Original Message-----
From: [email protected]
[mailto:[email protected]] On Behalf Of
[email protected]
Sent: July-07-09 8:20 AM
To: [email protected]
Subject: Re: [MOSAIC] Text Connections

I would use literature circles ..start with assigned student
roles...and then left them use sticky notes while reading because that
is when they need to make the connection.


-----Original Message-----
From: [email protected]
To: [email protected]
Sent: Mon, Jul 6, 2009 2:56 pm
Subject: Re: [MOSAIC] Text Connections










I agree with you that kids really understand what a connection is by
4th
grade. But what they don't understand is how making a connection can
help
deepen  their level of understanding. For instance they might make a
connection
in the  early grades that they had a dog that died and so did the
character
in their  book. My question to them is: so how does that help you
understand the text  better? It may take a while but then they are
usually able
to
determine that  they can better understand the character's feelings
after
having that same  experience themselves.
Sue


In a message dated 7/6/2009 12:56:40 P.M. Eastern Daylight Time,
[email protected] writes:

With  schema and background knowledge falling under the category of
"Text
Connections," this strategy is huge! I teach fourth grade and I find
that
I
spend more time asking kids about their background knowledge now.  They
all
know  what connections are since they have heard it since
kindergarten.
Some
still  focus on "I have a dog too!" So I really  focus a lot on KWL
charts,
asking them  about what they know about a  subject. Sometimes these
discussions arouse the  schema of many other  students as well. So
instead
of hearing
"I have a  connection" over  and over, I hear stories and facts that
"connect"
to a   text.
Suzanne/4thGrade/New York
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