While "discussing" thinking may be great for some students, other students
need some an activity like "making a picture" to help them clarify their
thoughts so they CAN discuss it. I believe "visualization" IS a
comprehension strategy.
--------------------------------------------------
From: <[email protected]>
Sent: Sunday, September 19, 2010 1:03 AM
To: "Susan Joyce" <[email protected]>; "Mosaic: A Reading Comprehension
Strategies Email Group" <[email protected]>
Subject: [MOSAIC] teaching the book vs. teaching the reader
I'm sorry to be argumentative, but I think that what you describe is an
excellent example of teaching kids about a book (or piece of text).
Instead of your 'fun activities,' I firmly believe that we should be
teaching reading comprehension strategies to help our kids become better
readers. My students love delving into text, applying reading
comprehension strategies and discussing our thinking. We do not color or
learn about books; we learn to be more proficient readers. Let's not teach
the book, let's teach the reader.
I have a very hard time understanding how this kind of post winds up on
the Mosaic chatboard. I suggest you read Mosaic of Thought.
Judy
----- Original Message -----
From: "Susan Joyce" <[email protected]>
To: "Mosaic: A Reading Comprehension Strategies Email Group"
<[email protected]>, "[email protected]"
<[email protected]>
Sent: Saturday, September 18, 2010 6:23:54 PM
Subject: Re: [MOSAIC] Read180 suggestions for Kathleen
Kathleen
I also am in my second year of teaching Read 180. I teach Stage B to 6th
graders. My classes include both Gen.Ed. and Students w/Disabilities. I
also require my students to keep a daily reading log. I check the logs
every Friday for a grade and for the most part, knowing that the logs will
be checked keeps most of my students "honest".
One of the ways I try to keep my students engaged with the program is to
extend the lessons by doing some "hands-on" activities. For example in
Workshop 2 which covers disasters and focuses on the skill of sequencing,
we read a story "Fire on a Mountain". After we read the story and complete
the workshop activities in the rBook, I have my students create a timeline
of the sequence of events in the story on a foldable and draw pictures to
go along with the timeline. They seemed to enjoy that. In another workshop
which concerns "identity", we read a story about a girl who runs away and
changes her identity. I had my students create an "I Am" poem and draw
their self-portrait. So, I think if you can find a way to extend the
lessons and add more creative,"hands-on" experiences, they will be more
engaged. Good Luck!
Susan Joyce
Palm Harbor, FL
On 9/16/10 6:58 AM, "Ambrose, Kathleen" <[email protected]> wrote:
> Hello-- I am in the second year of implementing READ 180 in my school
> for
> Grades 7 and 8-- I am just looking to see if anyone else is
> implementing
this
> program.... any feedback- what works for you? what doesn't work? I am
always
> excited to hear how other people are using resources.... Thanks,
> Kathleen
>
> Kathleen Ambrose
> Reading Specialist
> Hampton Bays Middle School
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>
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------------------------------
Message: 6
Date: Fri, 17 Sep 2010 06:26:10 -0400 (EDT)
From: Mary Ricciardi <[email protected]>
To: [email protected]
Subject: Re: [MOSAIC] Please unsubscribe
Message-ID:
<25221688.1595068.1284719170302.javamail.maryv...@mstr22.srv.hcvlny.cv.net>
Content-Type: text/plain; charset=UTF-8; format=flowed; delsp=no
Mary V. Ricciardi
September 17, 2010
------------------------------
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