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Favorite Books for Teaching Reader's Workshop
Favorite Book List with Links
Reading Comprehension Titles
- 7 Keys to Comprehension
- Guiding Readers and Writers Grades 3-6
- Interactive Read Alouds Grades K-1
- Knee to Knee Eye to Eye
- Mosaics of Thought
- Revisit, Reflect, Retell
- Strategies that Work
- Teaching Comprehending and Fluency
- Teaching Comprehension Strategies All Readers Need
- Teaching for Comprehending and Fluency
- The Comprehension Toolkit Grades 3-6
- Toolkit Texts Grades 2-3
Check all forms of reading implemented regulary in your classroom
Blog Archive
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- Teacher Made Reader's Workshop Materials
- Materials and Organization: Questions, Ideas, and ...
- Changes for the Future
- Chapter 11 Synthesizing Information
- Chapter 10: Determining Importance in Nonfiction
- Chapter 9: Asking Questions
- Chapter 8: Inferring
- Chapter 7: Digging Deeper
- Chapter 6: Creating Mental Images
- Chapter 5: Schema
- Chapter 4: Settling In
- Chapter 3: Reader's Workshop-Real Reading from the...
- Chapter 2 "In September"
- Chapter 1: Guided Principles
- Reading for Meaning by Debbie Miller, Book Study
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5 comments:
Destiny says...
Poetry is a great way to get students to use visualization. It helped to find poems that can be interpreted in more than one way. By linking student's images with using their schema it should come together for them. If your parents had a farm and you visualized the feathers on a chicken it would make sense, but the student living in an apartment building might see a pillow filled with down feathers. Everything we read is interpretted through the lense of our past experiences.
My students also used a graphic organizer I made that included writing about visualizing through each of our senses. Of course, some poems wouldn't include all of the senses and we'd just leave that one blank.
Cristina says....
I agree that poetry is a good way to launch not only visualization, but any strategy! The shorter text helps make it much easier for them to practice their strategy. My students really enjoyed the sillier poems and had a fun time drawing all of the crazy mental pictures they would see. I found that less think alouds were necessary for this strategy because it is one that they do naturally.
The seatwork that I would use for independent practice was a two-column kind of things. There was a poem on one side and a space for their mental picture and an explanation.
I've been using poetry as well. I have also been using the reading program Destiny and I got from L & V. Most of the stories the program comes with don't have pictures. For short stories this is perfect.
I would like to see one of the graphic organizers Destiny has been using to see how she is including the senses. I didn't think about going that route, but it makes sense.
Thus far, I have gotten the most joy out of mental images. A few times we haved worked in small groups. It feels good to hear students discussing their way of thinking. This is also a great oppurtunity for them to learn that not everyone sees things they way they do. I don't know how many times I've heard a student say, "that house needs more windows" or "the dog needs to have spots, he's not brown." Then to hear the other students saying, "this isn't your mental image, it's Kid A's."
I'll share that form with you. It helps my students formulate their thoughts at a deeper level. Instead of just telling me that the kids were eating a bowl of red jello. They might say it was stickey, wiggly, cherry, big, small, solid, etc.
I think I saw most of the kids really understand about mental images, when they began to link them back to their schema. If someone had been to the ocean and someone else had only been to Ocean's of Fun, then their schema for vast pool of water was different. The student who had seen the ocean drew the beach complete across the page, while the student who had only been to Ocean's of Fun drew it only as wide as the wave pool. Even better was when they began to describe what the ocean water tasted like.
If I could possibly get a form from you to for mental images that you are talking about that would be great. I have already moved into talking about inference, but occasionally I delve back into old strategies and review them. Mental images was by far the most fun to teach, and I didn't want to move on!
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