I would suggest that you systematically teach the strategies using short texts or picture books, so you can really focus in on the strategy without having to first teach vocab, etc. I'm not sure what grade level you're teaching, but picture books can be used at every grade, as some of them have pretty complex subject matter. I don't think it matters much which one you start with, but spend enough time on each one as you introduce it (at least a week) to get your students to the point where they have had sufficient guided practice to start applying it independently. You should model, do think alouds and write your thinking on chart paper and leave it up for them to refer to as they start applying the strategy.
After each strategy has been introduced, you should be encouraging the students to use that strategy everywhere - independent reading, social studies texts, etc. After they've all been introduced, and here I agree with Renee, you highlight whatever one is appropriate for the book you've chosen to read. You need to keep reinforcing it throughout the year. What I found really helpful was the book, Strategies That Work. There is an index in the back that lists tons of picture books, segmented by strategy, that are perfect to use for introducing and applying each strategy. The index is a great quick resource, plus of course the book has detailed chapters that give you lots of tips on how to teach each strategy. Hope that helps! Carol M. Reading/ESL Specialist NY >________________________________ >From: Renee <[email protected]> >To: Mosaic: A Reading Comprehension Strategies Email Group ><[email protected]> >Sent: Tuesday, October 25, 2011 10:37 AM >Subject: Re: [MOSAIC] Comprehension strategies > >I would agree with Jennifer (on all counts). Here's my thought: that choosing >the strategy first and then looking for books with which to teach that >strategy is backward. That the books for read aloud and independent reading >and guided reading or whatever should be chosen first, and the strategies >taught when appropriate. > >Having said all that, I would say questioning can lead in to most other >strategies. That and visualizing (but that's because I'm very visual). > >Renee > > >On Oct 25, 2011, at 2:36 AM, Palmer, Jennifer wrote: > >> While I don't think it really matters, I teach questioning first because I >> feel answering those questions often leads to inferences >> >> Sent from my iPhone >> >> On Oct 25, 2011, at 1:38 AM, "evelia cadet" <[email protected]> wrote: >> >>> >>> Which strategy would you teach first to your students, inferencing? Or >>> asking questions? And why? I am undecided on which one I should teach. >>> Thank you. > > >"The reward of a thing well done is to have done it." >~ Ralph Waldo Emerson, The Conduct of Life, 'Fate,' 1860 > > > >_______________________________________________ >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 > > > > _______________________________________________ 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
