[MOSAIC] textmapping Joy

Dave Middlebrook dmiddlebrook at comcast.net
Sat Aug 25 10:47:28 EDT 2007

The key is the scroll.  Lori's example of the picture walk is a good one. 
She scrolls a picture book and lays it out on the floor.  Suddenly the kids 
have a new way to access this story.  They can see the whole thing.  They 
can look down at it from afar; they can get real close to it; they can walk 
on it and roll on it.  They can look anywhere in the story at any time.  If 
they see something interesting half way through the story, they can look 
back to see if they missed anything earlier or they can look ahead to see 
what happens later.  This is a real conversation-starter -- which is one of 
the ways in which scrolls support MOT instruction.  A student can take a 
friend's hand and walk them over to something that has caught her attention: 
"Hey!  Look over here!"  You can take your class through a picture walk of a 
scroll, and if something you point out sparks a connection to an earlier 
part of the story, anyone who is curious can look back over the story to see 
where that connection is -- and each of your kids is free to look wherever 
they want in the book to find that connection since they don't have to wait 
for you to page back through the story.  They can disperse to search and 
then share what they have found.  Can you imagine 30 kids poring over a 
scroll, conversing, looking for connections, asking questions, making 
predictions?  It is chaotic -- but you will be amazed at the level of 
engagement.  The chaos, in this case, is what you get when you cut loose 30 
little minds and give them a "way in" to self-motivated, engaged thinking. 
You don't get this kind of interaction -- or learning -- when you work 
within the constrained environment of a bound book.  Scrolls are a very 
supportive environment for MOT instruction.

Don't get too caught up in the marking/mapping.  Once you understand how to 
use the scroll, you'll quickly figure out how the mapping works.  Start by 
letting your kids spend some time with the scroll.  If you want to model the 
strategies, try asking questions: Show them where on the scroll your 
question was sparked and maybe even show them where on the scroll your 
question is answered or where you find information that helps you answer 
your question.  Make connections and predictions, all the while showing them 
where on the scroll these things "happen" for you.  Talk about determining 
importance -- and point to the scroll as you talk through your thought 
process.  As you do this, be sure to walk back and forth along the scroll 
and put your finger directly on the places that you are talking about.  And 
as you do this, be aware of how your connection to the text and to the story 
becomes more direct and physical -- how, as Lori said, ideas such as 
beginning/middle/end become concrete and much more accessible.

The point of the scroll is that it invites interaction and engagement in 
ways that simply are neither possible nor imaginable in the constrained 
environment of the bound book.  My experience is that the instructional 
benefits are immediate and tangible, but if that is not your experience --  
if the word "tedious" enters your mind as you and your kids are working with 
scrolls -- drop the whole thing like a hot potato.  Scrolls and textmapping 
are only useful if they work for you -- for your teaching style and for your 

My apologies for the thin explanations on the site.  Don't hesitate to 
contact me if you have further questions.  I appreciate your willingness to 
give this another try.

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
dmiddlebrook at textmapping.org

----- Original Message ----- 
From: "gina nunley" <gina_nunley at hotmail.com>
To: <mosaic at literacyworkshop.org>
Sent: Friday, August 24, 2007 10:10 PM
Subject: [MOSAIC] textmapping Joy

> To everyone who is using text mapping.  I am feeling like a real idiot.  I
> have looked on the site, and understand the process BUT I do not get 
> exactly
> what you are doing with it.  Is it as simple as doing a kind of SQ3R with
> text features?  Coding the text with reading strategies?
> Joy you talked about using it with fiction to reread.  Can you give me an
> idea of the process?
> I have tried it once and the kids found it tedious and not really worth 
> the
> invested time.  I am certain I have been missing something in my approach.
> Thanks, Gina
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