Date: Sat, 23 Mar 2002 10:37:46 -0500
From: Andy and Shelly Kennedy <pristine@aclass.com>
Subject: Re: [mosaic] what do you do with people who don't want to change?
OH Nicole - I think the majority of teachers still teach reading that
way and add in some diaramas/projects/skits etc. and EVEN I still did
until about a year ago and I think I am a pretty innovative and up to
date on best practices teacher. (I didn't say great teacher - not
tooting my own horn - just constantly wanting to learn more and
implement best practices within my classroom.) For a couple of years I
was working on my master's degree in science education (where "inquiry"
science is "THE THING" like Mosaic is "THE THING" for reading).
That is
where I put a lot of focus and attention in my curriculum and
professional growth. I think that many teachers have their own personal
areas where they are trying to grow, but are receptive - just scared of
change. I honestly don't believe that there are teachers out there with
a goal to be a "bad teacher" or teach a subject in a bad way. Certainly
we can think of teachers with bad attitudes and usually they have some
issues in their personal life. It just goes back to the discussions
about being resistant to or scared of change. But you just have to keep
modeling and talking about your successes (in a non-threatening way) and
teachers will become curious and start asking questions and then maybe
pick up the book, and then maybe read it and then try something. :) Just
my thoughts.... Shelly
++++++++++++++++++++++++++++++++++++++++++++++++++++
From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] forward from Laura
Date: Sat, 23 Mar 2002 10:30:11 -0600
This is an update from Laura regarding the letter she wrote to the classroom
observer:
From: neophytelm@aol.com [mailto:neophytelm@aol.com]
Sent: Saturday, March 23, 2002 6:14 AM
To: profreadinggroup@yahoogroups.com
Subject: [ProfReadingGroup] My Letter to Observer
Hi all. I just wanted to share the response to my letter shared with you
all a few weeks ago. It was sent to the observer who seemed to have little
knowledge of strategy instruction as outlined in MOT.
I received several phone calls and a written response. The observer first
off called me and stated that he had "no idea" why I wrote the letter
in the
first place. He didn't recall any conversation with my administrator about
the visit to my room. He stated that he checked his notes on the day and
saw nothing but positive feedback about what was observed in my room. He
further stated that he knows who I am and has always been impressed with the
levels
of my students thinking. He was very apologetic and said there must have
been some misunderstanding of a statement he made in "passing".
I then received a written letter of apology restating the above thoughts and
a copy of written reports from the observation. I am guessing that he did
in fact make a comment in passing asking why I wouldn't let the children help
me with the web thinking I was brainstorming with them prior to reading the
book. I did in fact see very positive notes on my classroom with not
mention of the web. I am happy that I wrote the letter though because it is
obvious
to me that this gentlemen is not up to date on the current research of
comprehension instruction. I am guessing that my letter probably sparked
him to open a book and become further educated. The work samples I sent from
my
children were undeniable proof of the results of such instructional
approaches.
Thanks for the support you all gave me in response to my letter.
Laura
readinglady.com
++++++++++++++++++++++++++++++++++++++++++++++++++
From: rif00133@ride.ri.net
Subject: RE: [mosaic] ellin keene's list of rewritten definitions
Date: Sun, 24 Mar 2002 11:50:37 -0500
THINKING STRATEGIES KNOWN TO BE UTILIZED
BY PROFICIENT LEARNERS
by Ellin Keene (not the newest)
Determining What is Important in Text
Readers
* Readers identify key ideas or themes as they read.
* Readers distinguish important from unimportant information in relation
to key ideas or themes in text. They can distinguish important
information at he word, sentence and text level.
* Readers utilize text structure and text features (such as bold or
italicized print, figures and photographs) to help them distinguish
important from unimportant information.
* Readers use their knowledge of important and relevant parts of text to
prioritize in long term memory and synthesize text for others.
Writers
* Writers observe their world and record what they believe is significant.
* Writers make decisions about the most important ideas to include in
the pieces they write. They make decisions about the best genre and
structure to communicate their ideas.
* Writers reveal their biases by emphasizing some elements over others.
* Writers provide only essential detail to reveal the meaning and
produce the effect desired.
* Writers delete information irrelevant to their larger purpose.
Drawing Inferences
Readers
* Readers use their schema and textual information to draw conclusions
and form unique interpretations from text.
* Readers make predictions about text, confirm their predictions and
test their developing meaning as they read on.
* Readers know when and how to use text in combination with their own
background knowledge to seek answers to questions.
* Readers create interpretations to enrich and deepen their experience
in a text.
Writers
* Writers make decisions about content inclusions/exclusions and
genre/text structure that permit or encourage inference on the part of
the reader.
* Writers carefully consider their audience in making decisions about
what to describe explicitly and what to leave to the reader's interpretation
* Writers, particularly fiction and poetry writers, are aware of far
more detail than they reveal in the texts they compose. This encourages
inferences such as drawing conclusions, making critical judgments,
predictions, and connections to other texts and experiences possible for
their readers.
Using Prior Knowledge -- Schema
Readers
* Readers spontaneously activate relevant, prior knowledge before,
during and after reading text.
* Readers assimilate information from text into their schemata and make
changes in that schemata to accommodate the new information.
* Readers use schema to relate text to their world knowledge, text
knowledge, and personal experience.
* Readers use their schema to enhance their understanding of text and to
store text information in long term memory.
* Readers use their schema for authors and their style to better
understand text.
* Readers recognize when they have inadequate background information and
know how to create it --- to build schema --- to get the information
they need.
Writers
* Writers frequently choose their own topics and write about subjects
they care about.
* A writer's content comes from and builds on his/her experiences.
* Writers think about and use what they know about genre, text
structure, and conventions as they write.
* Writers seek to better recognize and capitalize on their own voice for
specific effects in their compositions.
* Writers know when their schema for a topic or text format is
inadequate and they create the necessary background knowledge.
* Writers use knowledge of their audience to make decisions about
content inclusions/exclusions.
Asking Questions
Readers
* Readers spontaneously generate questions before, during and after reading.
* Readers ask questions for different purposes including clarification
of meaning, making predictions, determining an author's style, content,
or format, and to locate a specific answer in text or consider
rhetorical questions inspired by the text.
* Readers use questions to focus their attention on important components
of the text.
* Readers are aware that other readers' questions may inspire new
questions for them.
Writers
* Writers compose in a way that causes the reader to form question as
they read.
* Writers monitor their progress by asking questions about their choices
as they write.
* Writers ask questions of other writers in order to confirm their
choices and make revisions.
* Writer's questions lead to revision in their own pieces and in the
pieces to which they respond for other writers.
Monitoring Meaning and Comprehension
Readers
* Readers monitor their comprehension during reading -- they know when
the text they are reading or listening to makes sense, when it does not,
what does not make sense, and whether the unclear portions are critical
to overall understanding of the piece.
* Readers can identify when text is comprehensible and the degree to
which they understand it. They can identify ways in which a text becomes
gradually more understandable by reading past an unclear portion and/or
by rereading parts or the whole text.
* Readers are aware of the processes they can use to make meaning clear.
They check, evaluate, and make revisions to their evolving
interpretation of the text while reading.
* Readers can identify confusing ideas, themes, and/or surface elements
(words, sentence or text structures, graphs, tables, etc.) and can
suggest a variety of different means to solve the problems they have.
* Readers are aware of what they need to comprehend in relation to their
purpose for reading.
* Readers must learn how to pause, consider the meanings in text,
reflect on their understandings, and use different strategies to enhance
their understanding. This process is best learned by watching proficient
models "think aloud" and gradually taking responsibility for monitoring
their own comprehension as they read independently.
Writers
* Writers monitor during their composition process to ensure that their
text makes sense for their intended audience at the word, sentence and
text level.
* Writers read their work aloud to find and hear their voice.
* Writers share their work so others can help them monitor the clarity
and impact of the work.
* Writers pay attention to their style and purpose. They purposefully
write with clarity and honesty. They strive to write boldly, simply, and
concisely by keeping those standards alive in their minds during the
writing process.
* Writers pause to consider the impact of their work and make conscious
decisions about when to turn a small piece into a larger project, when
revisions are complete, or when to abandon a piece.
Fix Up Strategies
Readers
* Readers use the six major systems of language (grapho-phonic, lexical,
syntactic, semantic, schematic, and pragmatic) to solve reading
problems. When not comprehending, they ask themselves questions such as:
does this make sense, does the word I'm pronouncing sound like language,
do the letters in the word match the sounds I'm pronouncing, have I seen
this word before, is there another reader who can help me make sense of
this, what do I already know from my experience and the context of this
text that can help me solve this problem?
* Readers have and select a wide range of problem solving strategies and
can make appropriate choices in a given reading situation (i.e., skip
ahead or re-read, use the context and syntax, or sound it out, speak to
another reader, consider relevant prior knowledge, read the passage
aloud, etc.).
Writers
* Writers revise (add, delete, and reorganize) and edit (apply correct
conventions), continually seeking clarity and impact for the reader.
They experiment with and make changes in overall meaning, content,
wording, text organization, punctuation, and spelling.
* Writers capitalize on their knowledge of writers' tools (i.e.
character, setting, conflict, theme, plot structure, leads, style, etc.)
to enhance their meaning.
Synthesizing Information
Readers
* Readers maintain a cognitive synthesis as they read. They monitor the
overall meaning, important concepts, and themes in the text as they read
and are aware of ways text elements "fit together" to create that
overall meaning and theme. They use their knowledge of these elements to
make decisions about the overall meaning of a passage, chapter, or book.
* Readers retell or synthesize what they have read. They attend to the
most important information and to the clarity or the synthesis itself.
Readers synthesize in order to better understand what they have read.
* Readers capitalize on opportunities to share, recommend and criticize
books they have read.
* Readers may respond to text in a variety or ways; independently or in
groups of other readers. These include written, oral, dramatic, and
artistic responses and interpretations of text.
* A proficient reader's synthesis is likely to extend the literal
meaning of a text to the inferential level.
Writers
* Writers make global and focal plans for their writing before and
during the drafting process. They use their knowledge of text elements
such as character, setting, conflict, sequence of events and resolution
to create a structure for their writing.
* Writers study other writers and draw conclusions about what makes good
writing. They work to replicate the style of authors they find compelling.
* Writer reveal themes in a way that suggests their importance to
readers. Readers can create a cogent synthesis from well written material.
Using Sensory and Emotional Images
Readers
* Readers create sensory images during and after reading. These images
may include visual, auditory and other sensory as well as emotional
connections to the text and are rooted in prior knowledge.
* Readers use images to draw conclusions and to create unique
interpretations of the text. Images from reading frequently become part
of the reader's writing. Images from a reader's personal experience
frequently become part of their comprehension.
* Readers use their images to clarify and enhance comprehension.
* Readers use images to immerse themselves in rich detail as they read.
The detail gives depth and dimension to the reading, engaging the reader
more deeply, making the text more memorable.
* Readers adapt their images in response to the shared images of other
readers.
* Readers adapt their images as they continue to read. Images are
revised to incorporate new information revealed through the text and new
interpretations as they are developed by the reader.
Writers
* Writers consciously attempt to create strong images in their
compositions using strategically placed detail.
* Writers create impact through the use of strong nouns and verbs
whenever possible.
* Writers use images to explore their own ideas. They consciously study
their mental images for direction in their pieces.
* Writers learn from the images created in their minds as they read.
They study other authors' use of images as a way to improve their own.
Keene, 2001
Sue
+++++++++++++++++++++++++++++++++++++++++++++++++
From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] request regarding posting
Date: Sun, 24 Mar 2002 14:03:11 -0600
As I struggled with compiling the weekly archives yesterday I discovered
that I need to ask for your help. A lot of you use the REPLY button to
respond/contribute to the listserve off your received email. What is
happening when you do that is that the entire received message is being
tacked on to the bottom of your email and being sent AGAIN to all the
members. Then when a digest member responds/contributes off of THAT digest
email the ENTIRE digest plus the tacked on email is AGAIN tacked on and sent
to all the digest members. Another way this impacts others is when members
choose to print messages for future use.
Even though using REPLY is much easier, could I ask you to start a new email
frame when you are writing to the listserve? The address is:
mosaic@u46teachers.org
Apparently there is a setting on your email program you can set so as to NOT
tack on the previous message when you reply.
Just trying to clean things up for us all.
Thanks for your willingness.
Ginger
moderator
+++++++++++++++++++++++++++++++++++++++++++++++++
From: Jean247727@cs.com
Date: Sun, 24 Mar 2002 23:25:22 EST
Subject: [mosaic] Posting Suggestion
I put the mosaic@u46teachers.org in my address book. When I want to respond
or send a message of interest, I copy a brief portion of the original
message, go to my address book and open the MOT address and hit "send to".
Then I paste the brief message and begin my response. This eliminates the
previous info. I am sure most of you do this already but for new-comers to
the computer or to the List I hope this was helpful.
Jean
++++++++++++++++++++++++++++++++++++++++++++++++
From: "Paul, Lois" <LPaul@timberlanems.com>
Subject: RE: [mosaic] [PERIODIC mosaic DIGEST POSTING]
Date: Mon, 25 Mar 2002 13:58:08 -0500
I am one of those teachers that has the students answer questions
while they are reading a novel. I am taking a course now using the book
MOT. I hope to learn a lot from this list serve because I want to do the
best that I can for my students.
Thanks
lois
+++++++++++++++++++++++++++++++++++++++++++++++++
Date: Mon, 25 Mar 2002 15:30:53 -0500
From: Andy and Shelly Kennedy <pristine@aclass.com>
Subject: Re: [mosaic] [PERIODIC mosaic DIGEST POSTING]
I think that is all of our goal Lois. If I hadn't overheard someone
talking about Mosaic last year I wouldn't have known any better myself.
:) Shelly
++++++++++++++++++++++++++++++++++++++++++++++
From: "Kadus, Alisa" <kadusa@ramnet.k12.ny.us>
Subject: [mosaic] determing importance
Date: Mon, 25 Mar 2002 15:54:09 -0500
Hi everyone! I am focusing on this strategy with my students, it's now the
4th week. I am at the point where they are able to come up withthe main
idea and supporting details. I am now giving them longer articles and
whiting out the titles and subtitles to make it a little more challenging to
figure out the main idea. I want to spend a good amount of time on this
strategy but I'm not sure where to head next. I was thinking about going
into the different structures of non fiction text (ie- cause/effect,
compare/contrast, etc but I have never taught them before,. Any ideas?!!
++++++++++++++++++++++++++++++++++++++++
From: "Hock, Wendy" <hockw@ramnet.k12.ny.us>
Subject: [mosaic] determining importance
Date: Mon, 25 Mar 2002 20:15:30 -0500
Piggybacking on Alisa's message - I am also making my way through
determining importance. How do you know when to wrap it up? My class is
about at the same place as hers. We are beginning to look at short texts
without titles and subtitles to give us clues. I am using short books in
guided reading groups. I feel like I can teach this strategy forever.
Also- how many strategies are realistic to cover in a school year? Which
ones are the most important for beginners? This year (third grade) is the
first these kids have been exposed to the strategies discussed in Mosaic. I
have taught connections, questioning, and now, determining importance. I am
thinking about moving on to inferring next. It will be the end of the
school year before I know it! I'd like to be more organized next year since
I will be more familiar with teaching strategies.
Thanks for your help! Wendy
++++++++++++++++++++++++++++++++++++++++++++
From: CPres64735@aol.com
Date: Mon, 25 Mar 2002 20:53:27 EST
Subject: [mosaic] Determining Importance
Today I used this strategy as a combination reading/writing lesson. I read
the book Mailing May by Charles Tunnel. We listed all the main ideas and then
made the H for determining importance. Then I asked them to write a response
to literature (one of our 4th grade writing standards). It went fairly well.
A few people made connections and some even paraphrased the other kids'
responses. I haven't read the papers yet but I think the lesson went fairly
well.
++++++++++++++++++++++++++++++++++++++++++++
From: "Nicholson, Kristin Leigh" <nicholsok@ramnet.k12.ny.us>
Subject: [mosaic] making connections
Date: Tue, 26 Mar 2002 10:35:58 -0500
Hi
I teach second grade and am thrilled with the progressing my
students are making in reading comprehension. One struggle I am having with
a few of my students is making connections beyond the superficial. I feel
it may be more developmental. Do you think my expectations are too high for
children this age?
Kristin-Leigh
++++++++++++++++++++++++++++++++++++++++++++++
From: "Lam, Ivan" <LamI@ramnet.k12.ny.us>
Subject: [mosaic] Sharing Teaching "Determining Importance" to ESL
Kids
Date: Tue, 26 Mar 2002 14:53:09 -0500
Hi, everyone. In case you haven't heard about me. I'm Ivan Lam, an ESL
teacher in NY. I have k, 1st, and 2nd ESL kids this year. I am taking Mrs.
Yustein class - Mosaic of Thought. I taught "Determining Importance"
strategy to my 2nd grade ESL kids, and shared the experience to the class
last week. So I decided I would share this experience with you all.
Because my kids are all ESL kids, I was very, very careful about selecting
the right and appropriate text or story to teach the strategy. First I was
thinking using the kindergarten kids for the lesson. I found that it was too
difficult for them because they had a hard time understanding what
"Important" meant. Hence, I made a quick switch and chose my 2nd graders.
At
first, they had a little hard time understanding "Important". After
a lot of
examples to demonstrate the difference between "important things"
and "not
impotrant things", they seemed to get it. I spent a lot of time finding
the
right and appropriate text or story to teach the strategy. After a long time
spent on looking for it, I finally found "Learning to Swim", a very
short
and easy to read book on the important things that the learner needs to do
or be aware of when they first begin learning to swim. I started off with
this question "What is this girl wearing to the pool?" They answered
it's a
swimsuit. Then I asked "Is it important to wear that in a pool?" They
said
"yes." Then I asked "Is it important for her to wear a different
color
swimsuit like yellow because she likes only yellow? They said "no."
I
praised them right away, and added that because what color she wears or you
wear does not matter." Because my kids are not reading yet, I read the
book
to them like this. I read p.2 - 5 first and stopped and asked them what they
thought was important. They answered with a little help from me "the float."
I responded "Right, because it helps her float. But does it matter if she
wears a different color or the one that has stripes on it?" They said "No,
because it is not important." Then I just proceeded. When I arrived at
an
important fact, I stopped and asked questions to explain and demonstrate why
this is/isn't important. They all got the 4 important facts (4 were required
for this lesson) about "Learning to Swim" at the end of the lesson.
In general, I feel that selecting the right and appropriate text or story is
the very first essential step to success for this kind of "Teaching
Straetgy". For older kids who are native Eng. speakers, using a very simple
and easy story like this one serves the purpose too. Of course, they will
need a lot of similar practice in the future. Talk to you soon.
Ivan
++++++++++++++++++++++++++++++++++++++++++++++++
From: "Vaccaro, Elise" <vaccaroe@ramnet.k12.ny.us>
Subject: [mosaic] Hello
Date: Tue, 26 Mar 2002 16:12:59 -0500
I found the chapter on schema very interesting. I was curious if anyone had
any book suggestions for a 4th grade student? I would like him to make text
to self connections. If anyone has any suggestions it would be appreciated!
Thanks so much.
Elise
+++++++++++++++++++++++++++++++++++++++++++++++++
From: "Erlich, Jami" <ErlichJ@ramnet.k12.ny.us>
Subject: [mosaic] hello
Date: Tue, 26 Mar 2002 16:13:45 -0500
In one of our class discussions with Harriet, we discussed talking about
background knowledge with the kids. It was said that it's Ok to "make up"
stories when talking to the kids to grab their interest and give them some
information. If the story is really "out there" should you still try
to
give some background knowledge or just leave it alone?
thanks,
Jami
+++++++++++++++++++++++++++++++++++++++++++++++
From: Jean247727@cs.com
Date: Tue, 26 Mar 2002 18:38:24 EST
Subject: [mosaic] Connections
"One struggle I am having with
a few of my students is making connections beyond the superficial."
Have you tried using a chart pad divided in half. One side is labeled
Connections. The other is labeled Coincidence. As students make a
"connection", discuss whether it is a connection or just a coincidence
an
place it on the chart.
When I first tried to develop the Text to Self strategy with my second
graders, I found they would always see the coincidences between the text and
their life. I would say, "Great! But is that a connection or a coincidence?"
After doing this repeatedly for a week or so, everyone began to see the
difference and the focus turned to the connections. VVery few coincidences
are mentioned any more.
Jean
+++++++++++++++++++++++++++++++++++++++++++++++
From: "Debbie Granger" <dgranger@mbcomp.com>
Subject: [mosaic] kristin Leigh
Date: Tue, 26 Mar 2002 20:57:12 -0500
Just keep doing what you are doing with plenty of modeling through think =
alouds! It is a long , slow process but your think alouds will =
stimulate their thinking.
Debbie
+++++++++++++++++++++++++++++++++++++++++++++
Date: Tue, 26 Mar 2002 20:48:21 -0500
From: Andy and Shelly Kennedy <pristine@aclass.com>
Subject: Re: [mosaic] Hello
I think you can honestly use ANY book for Test to Self Connections. Now
anything I read my students or we read as a class, they are raising
their hand to tell me they have a TTS connections. It's so cool!!! :) Shelly
+++++++++++++++++++++++++++++++++++++++++++++
From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] THE REAL new Keene definitions
Date: Tue, 26 Mar 2002 22:15:04 -0600
I know someone posted some definitions from Ellin Keene thinking it was her
newest definitions but while she says she still uses those definitions, she
sent me the CURRENT NEW ONES in an attachment. I have cut and pasted them
here for us all. The attachment was 19 pages long.
Ginger
COMPREHENSION STRATEGIES
DEFINED AND TAUGHT
ELLIN OLIVER KEENE
DETERMINING IMPORTANCE IN TEXT
SOME KEY IDEAS:
Ø Proficient readers make purposeful and spontaneous decisions about
what is
important in text at the:
word level words that carry the meaning are contentives -- words that
connect are functors -- contentives tend to be more important to the overall
meaning of passage than functors;
sentence level there are usually key sentences that carry the weight of
meaning for a paragraph, passage or section -- often, especially in
non-fiction, they may contain bold print, begin or end the passage, or refer
to a table or graph;
text level there are key ideas, concepts, themes in the text -- our
opinions about which ideas are most important change as we read the
passage -- final conclusions about the most important themes are typically
made after reading the passage, perhaps several times and/or after
conversing or writing about the passage – clues, such as repetition for
emphasis, illustrations or diagrams, symbolism, foreshadowing, character and
setting prominence and conflict all point to importance at the text level.
Ø Decisions about importance in text are made based on:
* the reader's purpose;
* the reader's schema for the text content -- ideas most closely connected
to the reader's prior knowledge will be considered most important;
* the reader's beliefs, opinions, and experiences related to the text;
* the reader's schema for text format -- text that stands out visually
and/or ideas that are repeated are often considered most important;
* concepts another reader mentions prior to, during or after reading.
Ø Frequently, pointing out non-examples (what is unimportant) help children
to distinguish importance more clearly.
Ø Students should be able to articulate how they make decisions about
what
is important in a given context and how those decisions enhance their
overall comprehension of the piece.
Ø Interesting discussion emanates from dispute about what is most
important -- children need to work toward defending their positions, but
there is rarely a true set of most important ideas.
EVOKING IMAGES
SOME KEY IDEAS:
Ø Proficient readers spontaneously and purposefully create mental images
while and after they read. The images emerge from all five senses and the
emotions and are anchored in a reader's prior knowledge.
Ø Proficient readers use images to immerse themselves in rich detail
as they
read. The detail gives depth and dimension to the reading, engaging the
reader more deeply, making the text more memorable.
Ø Proficient readers use images to draw conclusions, to create distinct
and
unique interpretations of the text, to recall details significant to the
text, and to recall a text after it has been read. Images from reading
frequently become part of the reader's writing. Images from a reader's
personal experience frequently become part of their comprehension.
Ø Proficient readers adapt their images as they continue to read. Images
are revised to incorporate new information revealed through the text and new
interpretations as they are developed by the reader.
Ø Proficient readers understand and articulate how creating images enhances
their comprehension.
Ø Proficient readers adapt their images in response to the shared images
of
other readers.
A Sample Comprehension Strategy Study
Evoking Images
The teacher begins by modeling -- thinking aloud about his/her own process
of evoking images during reading.
Modeling should occur frequently using short selections. The teacher should
focus not only visual images, but on images that emanate from the other
senses and on how he/she created those images.
It is important to think aloud about how thinking about images enhances
comprehension.
Gradually students are invited to share their own images inspired by a
variety of text.
Students may meet in small groups or pairs to compare images and to discuss
components of the text that inspired those images. They discuss ways in
which their comprehension is enhanced by mental images.
Book clubs focus on images from their shared reading in their conversations
during the strategy study.
In reading conferences with students, conversation can focus on children's
images in a variety of text. Records from conferences are an effective way
to assess the student's use of the strategy.
Invitational (needs based) groups are created for children who need more
modeling and explicit instruction.
Text sets can be used to invite children to reflect on their images and
compare images evoked from different books within the text set.
Sharing time should focus on images individual children discovered in their
independent reading for the day, how those images were evoked, and how
thinking about important ideas enhanced their comprehension.
Connections between this strategy and other strategies the children have
learned should be made throughout the study.
Modeling in a variety of texts -- genre and difficulty -- is critical --
Modeling is most concentrated at the beginning of a strategy study, but does
continue throughout.
The Major Point Interview for Readers can be used before and after the study
to measure student growth in use of the strategy.
INFERRING
SOME KEY IDEAS:
Ø Inferring is the process of creating a personal meaning from text.
It
involves a mental process of combining what is read with relevant prior
knowledge (schema). The reader's unique interpretation of text is the
product of this blending.
Ø When proficient readers infer, they create a meaning that is not stated
explicitly in the text. The process implies that readers actively search
for or are aware of implicit meaning.
Ø Inferring may cause the reader to slow his/her reading, reread sections,
converse, write or draw to better understand the content – Inferences may
be
more thoroughly developed if the reader does pause to reflect and consider
multiple interpretations and perspectives.
Ø When they infer, proficient readers:
* draw conclusions from text;
* make reasonable predictions as they read, test and revise those
predictions as they read further;
* create dynamic interpretations of text that are adapted as they continue
to read and after they read;
* use the combination of background knowledge and explicitly stated
information from the text to answer questions they have as they read;
* make connections between conclusions they draw and other beliefs or
knowledge --- use the inferences to extend and adapt existing knowledge;
* arrive at insight after struggling to understand complex concepts;
* make critical or analytical judgments about what they read.
Ø When proficient readers infer, they are more able to: remember and
reapply
what they have read; create new and revise existing background knowledge for
themselves; discriminate and critically analyze text and authors; engage in
conversation and/or other analytical or reflective responses to what they
read.
Ø Inferences are revised based on the inferences and interpretations
of
other readers.
* A wide variety of interpretation is appropriate for fiction and poetry; a
narrower range of interpretation is typical for non-fiction text. Teachers
should allow great latitude for inferences, provided that the reader can
defend his/her inferences with a description of relevant, prior knowledge
and specific text they have read.
A SAMPLE COMPREHENSION STRATEGY STUDY
INFERRING
The teacher begins by modeling -- thinking aloud about his/her own process
of inferring during reading. Modeling should occur frequently using short
selections. The teacher should focus on his/her process of drawing
conclusions, creating interpretations, making predictions, and making
judgments and/or critical analyses about what he/she read. It is important
to focus on how inferring enhances comprehension.
Gradually students are invited to share their own inferences from a variety
of text and to defend their conclusions with references to text.
Students may meet in small groups or pairs to compare predictions,
conclusions, and interpretations from the text. They discuss ways in which
their comprehension is enhanced or impaired by their inferences.
Book clubs focus on inferences from their shared reading in their
conversations during the strategy study.
In reading conferences with students, conversation can focus on children's
inferences in a variety of text. Records from conferences are an effective
way to assess the student's use of the strategy.
Invitational (needs based) groups are created for children who need more
modeling and explicit instruction.
Text sets can be used to invite children to reflect on inferences and to
compare inferences from different books within the text set.
Sharing time should focus on images individual children discovered in their
independent reading for the day, how those images were evoked, and how
thinking about important ideas enhanced their comprehension.
Connections between this strategy and other strategies the children have
learned should be made throughout the study.
Modeling in a variety of texts -- genre and difficulty -- is critical --
Modeling is most concentrated at the beginning of a strategy study, but does
continue throughout.
The Major Point Interview for Readers can be used before and after the study
to measure student growth in use of the strategy.
MONITORING MEANING
SOME KEY IDEAS:
Ø Proficient readers monitor their comprehension during reading –
they know
when the text they are reading or listening to makes sense, when it does
not, what does not make sense, and whether the unclear portions are critical
to overall understanding of the piece.
Ø Proficient readers can identify when text is comprehensible and the
degree
to which they understand it. They can identify ways in which a text becomes
gradually more understandable by reading past an unclear portion and/or by
rereading parts or the whole text.
Ø Proficient readers are aware of what they do comprehend and they know
what
they need to comprehend from a text. They are aware of the purpose for
which they read and direct selective attention to the parts of the text they
most need to comprehend for that purpose. They are able to assume different
"stances" toward a text. For example, the child can read a book from
the
point of view of different characters within it or a book reviewer or a
writer seeking new techniques for his/her work.
Ø Proficient readers identify difficulties they have in comprehending
at the
word, sentence, and whole text level. They are flexible in their use of
tactics to solve different types of comprehension problems. They monitor,
evaluate, and make revisions to their evolving interpretation of the text
while reading.
Ø Proficient readers can "think aloud" about their reading
process. They
can describe strategies they use to comprehend and can use language to
manage their solutions to comprehension problems.
Ø Proficient readers can identify confusing ideas, themes, and/or surface
elements (words, sentence or text structures, graphs, tables, etc.) and can
suggest a variety of different means to solve the problems they have.
Ø Proficient readers use text management strategies. They pause, re-read,
skim, scan, consider the meaning in text and reflect on their understanding
with other readers.
ASKING QUESTIONS
SOME KEY IDEAS:
Ø Proficient readers spontaneously and purposefully generate questions
before, during, and after reading.
Ø Proficient readers ask questions to:
* clarify meaning;
* speculate about text yet to be read;
* determine an author's intent, style, content, or format;
* locate a specific answer in text or consider rhetorical questions inspired
by the text.
Ø Proficient readers use questions to focus their attention on important
components of the text; they understand that they can pose questions
critically.
Ø Proficient readers understand that many of the most intriguing questions
are not answered explicitly in the text but left to the reader's
interpretation.
Ø However, when an answer is needed, proficient readers determine whether
it
can be answered by the text or whether they will need to infer the answer
from the text, their background knowledge and/or other text or whether the
answer is explicitly stated in the text.
Ø Proficient readers understand how the process of questioning is used
in
other areas of their lives, academic and personal.
Ø Proficient readers understand how asking questions deepens their
comprehension.
Ø Proficient readers are aware that as they hear others' questions,
new ones
are inspired in their own minds.
A COMPREHENSION STRATEGY STUDY
Questioning
* Model with picture books or other short text over several days -- record
questions on chart paper that has categories for each of the purposes and
times readers ask questions (see above), i.e., questions before reading that
relate to author's intent.
* Make clear the distinction between reading aloud and thinking aloud as you
model.
* Talk to the children about why readers pose questions, how questions help
them to comprehend more deeply, and how they use questions in other academic
areas and in their lives outside school.
* Gradually invite the students to share their questions, adding them to
appropriate places on the chart in the children's language -- continue to
model, gradually diversifying the genre of text you use.
* Invite children to meet in small groups or pairs to share and compare
questions -- encourage them to list new questions generated through these
discussions.
* Continue modeling with invitational groups of children who might benefit
from more explicit instruction.
* Remind book clubs to focus on questioning in their conversations
throughout the strategy study.
* In reading conferences, focus on their questions before, during, and after
reading -- ask students to identify places in the text where they had
questions and ask them to use the class chart to categorize their
questions -- invite them to pose types of questions they haven't tried
yet -- use think alouds to assess their use of questioning -- ask the
children to identify ways in which posing questions helps deepen their
comprehension.
* Focus sharing sessions on questions children discovered while reading and
can add to the class chart -- add new categories to the chart if necessary.
* Continue large and invitational group modeling in a variety of texts --
modeling is most concentrated at the beginning of a strategy study but
continues throughout.
* Make frequent connections between questioning and other strategies on
which the children have already focused.
* Use the Major Point Interview for Readers to assess children's use of
questioning as a tool for deepening comprehension before and after the
strategy study.
* Use a variety of tools such as coding, highlighting markers on copied
text, post-its, question maps, story maps, and double-entry diaries to help
children become aware of and record their questions.
USING RELEVANT PRIOR KNOWLEDGE
OR SCHEMA
SOME KEY IDEAS:
Ø Proficient learners spontaneously and purposefully recall their relevant,
prior knowledge (schema) before, during, and after they read and learn (text
to self connections). They use their schema to make sense of new
information they read and learn and to store new information with related
information in memory.
Ø Proficient learners assimilate information from text and other learning
experiences into their relevant, prior knowledge and make changes in that
schema to accommodate the new information.
Ø A proficient learner adapts his/her schema as he/she reads, converses
with
others and learns; deleting inaccurate information (naive conceptions)
adding to existing schema, and connecting chunks of knowledge to other
related knowledge, opinions, and ideas.
Ø Proficient learners purposefully use schema to enhance their comprehension
in all forms of text and in all learning situations.
Ø Proficient learners connect information from text and other learning
experiences to schemata in long term memory. Information is learned,
remembered and reapplied because it is linked to other learned information.
Ø Proficient learners capitalize on four types of schema when comprehending
text and learning new material:
* specific knowledge about the topic; general world knowledge (text to world
connections);
* specific knowledge about text structure, organization (text to text
connections),
* potential barriers to comprehension and knowledge about one’s own reading
tendencies and styles;
* specific knowledge about the author/illustrator.
Ø Each type of schema permits students to monitor for meaning, pose
questions, make predictions, draw conclusions, create mental images,
synthesize, and determine importance as they read and learn.
Ø Teachers assist readers in activating (giving students the necessary
tools
to recall relevant, prior knowledge) and building (actually creating
background knowledge on a given topic, author, text structure, etc.) schema.
Ø Students should articulate ways in which using schema enhances their
comprehension.
SYNTHESIS:
THE EVOLUTION OF MEANING
SOME KEY IDEAS:
Ø The process of synthesizing occurs during reading:
* Proficient readers are aware of changes in their conclusions about text as
their thinking about a given piece evolves and/or as the text itself
changes;
* Proficient readers maintain a cognitive synthesis as they read. They
monitor the overall meaning and themes in the text as they read and are
aware of the ways text elements "fit together" to create that overall
meaning and theme;
* Proficient readers are aware of text elements in fiction and non fiction
and understand that text elements provide clues to help them predict and
understand the overall meanings or themes;
* As they read, proficient readers attend more directly to character,
setting, conflict, sequence of events, resolution, and theme in fiction and
to text patterns such as chronological, cause and effect, and
problem/solution in non-fiction. They use their knowledge of these elements
to make decisions about the overall meaning of a passage, chapter, or book;
* Proficient readers actively revise their cognitive synthesis as they read.
New information is assimilated into the reader's evolving ideas about the
text rendering some earlier decisions about the text obsolete.
Ø The process of synthesizing occurs after reading:
* Proficient readers are able to express, through a variety means, a
synthesis of what they have read. The synthesis includes ideas and themes
relevant to the overall meaning from the text and is cogently presented;
* A synthesis is the sum of information from the text, other relevant texts
and the reader's background knowledge, ideas, and opinions produced in an
original way;
* Proficient readers use synthesis to share, recommend, and critically
review books they have read;
* Proficient readers can articulate how using synthesis helps them better
understand what they have read.
Keene 2001
+++++++++++++++++++++++++++++++++++++++++++
From: CheriSumm@aol.com
Date: Tue, 26 Mar 2002 23:56:20 EST
Subject: Re: [mosaic] determing importance
I think this is a great idea. I have been talking with colleagues about the
idea that using strategies to find the important information differs
depending on the kind of text used.
I am thinking that sharing different graphic organizers would be a way to
teach this. But then will students really be able to decide what kind of
text it is and then know the correct organizer. If you try this let us know
how it goes.
Cheri
++++++++++++++++++++++++++++++++++++++++++++++
From: Readinglady1@aol.com
Date: Wed, 27 Mar 2002 18:44:42 EST
Subject: [mosaic] Reading with Meaning is in
Hi all. Just wanted to let you know that Reading with Meaning by Debbie
Miller is now available. I am activating the link on my home page and will
begin accepting orders tomorrow.
I enjoyed reading the responses to my last newsletter on integrating the
thinking strategies into math word problems. I am wondering how you feel
about the fact that most standardized tests don't allow enough time for the
children to do this type of processing. I've been told that there is
approximately 1 minute allotted per question. I can't even process that
fast.
Laura
readinglady.com
++++++++++++++++++++++++++++++++++++++++++++++++
From: "Cathy Semkin" <cathy@iland.net>
Subject: [mosaic] Problem solving
Date: Wed, 27 Mar 2002 20:11:50 -0600
Laura,
If a math processing problem only allows a minute for problem solving, =
then it could not have been normed using problem solving skills. =
Correct? It must be a skill question rather than a problem solving one.
Cathy
++++++++++++++++++++++++++++++++++++++++++++++
From: Readinglady1@aol.com
Date: Thu, 28 Mar 2002 09:45:35 EST
Subject: [mosaic] Problem Solving
"could not have been normed using problem solving skills. Correct? It
must
be a skill question rather than a problem solving one."
You are right, but when you read the problems they are not cut and dry easy
to read and solve. They are also not straight computation problems. There
are 60 questions and they need to be finised in an hour. They are shorter
word problems, but the children still need to read and understand the
question before they solve. I know integrating the thinking skills is the
way to go, but also know that they have to internalize the process so well
that they only use the entire process when comprehension breaks down. A tall
order for 2nd and 3rd graders.
Laura
readinglady.com
+++++++++++++++++++++++++++++++++++++++++++++++
From: Readinglady1@aol.com
Date: Thu, 28 Mar 2002 09:48:10 EST
Subject: [mosaic] Twin Towers
We see the lights at night as well. At first I found it eerie, as if it were
a passage way up for all we lost. Now I find it comforting. I wish it would
be here longer than a month. We lost many friends in the disaster, I believe
about 300 Staten Islanders were lost, many of them firefighters. I agree
with you it is nice to know that so many remember and think of us here in
NYC.
Laura
readinglady.com
+++++++++++++++++++++++++++++++++++++++++++++++
Date: Thu, 28 Mar 2002 08:02:52 -0800 (PST)
From: Rachel Miller <millerr0809@yahoo.com>
Subject: [mosaic]
I've also noticed that we teach our students all these
wonderful strategies and steps to follow in order to
comprehend and solve math word problems, but when it
comes down to test time the kids spend so much time
following the processes that they were taught, that
they run out of time. This is also true for when they
have to demonstrate their writing skills. I'm not
sure if the answer is longer testing time or unlimited
time...or better yet, not as many tests!
+++++++++++++++++++++++++++++++++++++++++++++++
Date: Thu, 28 Mar 2002 21:24:01 -0800 (PST)
From: Kim Sheffield <snowlc@yahoo.com>
Subject: [mosaic] detemining what's important
I don't know it anyone has responded to Wendy's
(Alisa's) question about knowing when you're done with
determining what's important. Well, if the kids can
explain why (how) they determine importance...give a
definition of the strategy and how, they as readers
use the strategy, you know you're done.
Something Patrick Allen was discussing with us 2 weeks
ago was just this thing. If kids aren't metacognitive
about using these strategies and understanding why and
how they work for them, we're not going deep enough.
The kids will only be using the strategies on a
surface level.
One of the teachers at my school started DWI by asking
the kids for a definition since they'd "had it" for 2
years. They sat there with blank expressions and
minimal restatements of the name. Then she showed the
kids an analogy...creating a concrete anchor
expereince for them, so when learning about DWI, they
could add on to their schema for the analogy and build
their own meaning.
She had a pot of boiled water and spaghetti
(representing the text) and a colondar (as our
brains). Then she explained the importance of the
water in making the spaghetti, without it, it wouldn't
have cooked. But, we don't need the water to eat it.
Just like in a text, there are details and words that
are necessary for making the whole piece, but only the
important parts should stay with us.
The best part of this whole experiment was the kids'
definitions of DWI AFTER the analogy (anchor
experience)...they immediately started connecting the
colander's use to what their brains have to do...have
to sift through the whole text, to get to the
important stuff. Actually, they even got into a
discussion about how they determine what's important
in other strategies, and which one is more
important...Try it!
Kim Sheffield
Literacy Coordinator
Newark, CA
++++++++++++++++++++++++++++++++++++++++++++
From: CheriSumm@aol.com
Date: Fri, 29 Mar 2002 02:06:51 EST
Subject: Re: [mosaic] detemining what's important
What a great idea! I have used an anchor experience for Synthesizing. I got
the idea from
Strategies That Work. I use a puzzle of kids getting on a school bus.
First, I just show kids pieces of the puzzle (a stop sign, a boy stepping up,
a tire). They talk about what the pieces are. Then I show them the whole
puzzle put together. We talk about how the pieces give us specific
information, but that they also work together to create something new and
different that we can't get if we only see the pieces. My colleague does the
same thing with Legos. Both experiences seem to cement the concept of
synthesizing.
Cheri
++++++++++++++++++++++++++++++++++++++++++++++++++++++
From: Jean247727@cs.com
Date: Fri, 29 Mar 2002 08:40:51 EST
Subject: [mosaic] Reading With Meaning -for Ellin
Ellin,
My copy of Debbie Miller's book arrived in the mail yesterday afternoon! This
morning, over my morning tea, I read the foreword. How beautifully you
phrased the wonder and privilege of being an early childhood teacher. Thank
you. Your introduction to Debbie Miller and her total fascination of children
and their learning process makes me yearn to read on immediately.
Jean
++++++++++++++++++++++++++++++++++++++++++++
From: "Hope Seider" <HSeider@clinton.k12.mo.us>
Date: Fri, 29 Mar 2002 09:53:13 -0600
Subject: Re: [mosaic] math, problem-solving, and MOT
I have been interested in this discussion and keep going back to the
latest book I've been reading and pondering, Donald Graves' _The Energy to
Teach_.
He notes that raising test scores is important to politicians and to the
public because it represents a business-type "profit". He says test
scores "can be important and are not to be ignored. Current definitions
of profit, however, only measure convergent thinking, the student's
ability to process another person's thinking. Profit also has to be
thought of in terms of child initiative, the ability to create and write,
sustain long-term thinking . . . "(p. 135).
He also says that "American students, although testing lower than foreign
students in science and mathematics, have demonstrated a kind of
innovative entrepreneurship with both ideas and technology that has set
them apart from students in other countries . . . I don't believe we have
recognized the power of these elements in our culture. . . Sadly, in
current efforts to boost scores the time students spend in innovating and
exploring new ideas is often given short shrift." (p. 136)
These are among the best arguments I've heard for using MOT strategies in
math and even OTHER problem-solving situations -- even non-academic ones.
Using these strategies is so important that the situation should not be rushed.
I agree with Cathy, that a test cannot really be called a test of
problem-solving skills if the students have so little time to apply strategies
In Missouri we are fortunate enough to give the MAP (Missouri Assessment Program)
tests,
which are not timed and allow for use of the problem-solving strategies. I,
for one,
favor fewer and better untimed tests.
Hope
++++++++++++++++++++++++++++++++++++++++++++++++++
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