[MOSAIC] Chapter Books/ monitoring

[Laura Cannon]

We have done Sarah Plain and Tall and A Lion to Guard Us--that one also has
great history connections--in third grade.  I have done both with mixed
readers--with support for my weaker decoders with the reading.  But they
aren't too long or too hard.
Laura C

-----Original Message-----
From: mosaic-bounces at literacyworkshop.org
[mailto:mosaic-bounces at literacyworkshop.org] On Behalf Of Susan Walters
Sent: Saturday, September 30, 2006 8:37 AM
To: Mosaic: A Reading Comprehension Strategies Listserv
Subject: Re: [MOSAIC] Chapter Books/ monitoring


I also teach 3rd grade.  1/2 of my class is reading chapter books and 1/2 
are way below grade level.
We have been working on connections and predictions and they are really 
strong in this
area.  I notice in guided and independent they really don't know when they 
don't understand vocabulary
and meaning breaks down.  I was going to switch to shared reading of a 
chapter book
Stone Fox and really model how to monitor ourselves and fix up when we lose 
meaning.
Any other books that you can reccommend for this?  I was loooking for short 
shared pieces but

a chapter book would hit the higher readers need as well as the lower.  (My 
lower reader are excellent thinkers)
----- Original Message ----- 
From: "Susan Nixon" <Susan at desertskyone.com>
To: "Mosaic: A Reading Comprehension Strategies Listserv" 
<mosaic at literacyworkshop.org>
Sent: Thursday, September 28, 2006 12:41 PM
Subject: Re: [MOSAIC] Chapter Books


>
> I did in 3rd grade.  We read in mixed-level groups, discussing the
> chapter beforehand and having 2-3 questions to think about during
> reading, discussing afterward.  I also had them use their reading
> journals to record words that they found difficult, and how they
> determined what it might mean.  Then we discussed those words - quite
> often a group was able to figure out the meaning when no one knew it.
> I think the key was discussion.  We kept double entry journals where
> they wrote questions on one side and answers on the other, sometimes,
> or things to help them keep track of the various characters and what
> their ideas, attitudes, characteristics and actions were, etc.
> (character name on one side - other column to record what you learn
> about that character)
>
> The more discussion there is, among the children in a group, and as a
> whole class, the better it works.  Sometimes I would have the
> students come up with questions about the chapter under discussion.
> Then we would classify the questions, and discuss the answers.
> Sometimes I would give them a list of words and phrases from the
> chapter first, have them discuss them, and then decide what they had
> to do with the story, making predictions about what was in the
> chapter.
>
> There are dozens of ways to make it work, even though they are not
> all on the same level.
>
> Check out <http://www.readingquest.org> for graphic organizers and
> other ideas for intermediate grade students.
>
> -- 
> Susan
>
> "Education is not the filling of a pail,
> but the lighting of a fire."
> ~William Butler Yeats
>
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