[MOSAIC] WAS dra ...a bit off the beaten path NOW older elemstudents retell

[mary milner]

I agree.  And although I think that Fountas & Pinnell, Good First Teaching 
for All Children, is a good resource for teachers new to teaching decoding 
strategies, a better resource would be the Fountas & Pinnell book for grades 
3-6 when working with upper level readers who need decoding work.  And I 
wouldn't use lower level guided reading books with older kids---well, except 
for some really good non-fiction books I have seen!

----- Original Message ----- 
From: "Linda Lavoie" <keesha148 at gmail.com>
To: "Mosaic: A Reading Comprehension Strategies Email Group" 
<mosaic at literacyworkshop.org>
Sent: Sunday, December 02, 2007 10:55 AM
Subject: Re: [MOSAIC] WAS dra ...a bit off the beaten path NOW older 
elemstudents retell


> What ever you do, do not give "primary looking reading materials" to
> struggling readers at the intermediate level. It destroys their 
> self-concept
> and hinders progress! Teach the primary concepts  as pre-reading
> activitiesusing books others are reading in class......well below 2 or 
> more
> years grade level books should not - in my opinion - be used during
> literature group reading unless everyone is using them for skill
> reinforcement............
>
> I have watched the practice of giving very struggling readers , primary
> material in the "reg ed program" and have not yet had the opportunity to
> watch those readers actually behave and read the books- it is a great
> technique though for making students feel badly or for escalating their
> inappropriate behavior! Unfortunately, a practice that is used in many
> schools....................think differentiation? and hopefully you are
> using many picture books for introducing concepts to all?
>
> Best Wishes
>
>
> On 12/2/07, Joy <jwidmann at rocketmail.com> wrote:
>>
>> Thanks Pam.
>> I really like Lori's suggestion. I've found whenever I turn things over 
>> to
>> the kids like this I have excellent results. The kids really step up to 
>> the
>> plate when they have their ideas invested in what they are doing. 
>> However, I
>> want to make sure that I monitor what they are doing so they include
>> important points in their rubric. This is why I'm asking for suggestions 
>> for
>> extending retell beyond the basic story map for older students.
>>
>> Because Growing Readers was written with primary grades in mind, I'm
>> concerned that the ideas, while still applicable, may seem childish to my
>> savvy 4th grade students. Does anyone have any ideas how to elaborate on
>> these ideas? My students do Book Tell daily, but I'm really interested in
>> guiding them during conferences so I have a few "experts" who can model 
>> for
>> the rest of the class.
>>
>> I'm thinking that using questioning to help them think about the text
>> might help. Helping them develop their sense of wonder about what they 
>> are
>> reading. . . Maybe help them ask better questions during the question and
>> comment portion of Book Tell . . . Getting them to think about the 
>> author's
>> purpose or the motivation of their characters. . .
>>
>> What do you think? How else can I get these students who are reading 
>> above
>> grade level.
>>
>>
>>
>>                Joy/NC/4
>> jwidmann at rocketmail.com
>> How children learn is as important as what they learn: process and 
>> content
>> go hand in hand. http://www.responsiveclassroom.org
>>
>>
>>
>>
>>
>>
>>
>>
>>
>>
>>
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