It is important for teachers to prompt their students for depth and density of understanding, as this knowledge provides a cognitive base for new literate discoveries. In fact, writing is rarely 17 taught. During reading workshop, teachers can use mini-lessons for teaching students about character analysis. Insights they have gained through these experi- Teaching for Deep Comprehension: A Reading Workshop Approach by Linda J. Having a network of background memories that can be easily mobilized to understand a particular event is needed for deep comprehension. More recently, I discovered Linda Hoyt. You might want to add this reflection in your log.
In her book How Writing Works, Gloria Houston 2003 highlights the importance of readers understanding how a text is organized. I believe that the first step in understanding how to help children self-reflect is for teachers to understand the process within themselves. Text knowledge relates to the precise message of the text, including content knowledge, vocabulary meanings, and text structure i. To help teachers understand the complexities of comprehending, I asked a group of them to examine their own self-reflections as they responded in journals to professional readings. We asked questions: How do we define integrity in teaching? They combine simple sentences into more complex ones. No reproduction without written permission from publisher. She provides two degrees of scaffolding.
They manipulate forms of speech to express meaning. They could, for instance, reread the book with peers, write a different version of the story, or respond through art or dramatic activities. As the teachers shared highlighted passages, we analyzed why some passages were marked and others were not. Although the three-hour flight was full of literacy experiences, the youngsters did not tire. They have also published three video series which are Results that Last, Developing Independent Learners and Organizing for Literacy.
Currently there are over one hundred coaches, including twenty-six new elementary and midlevel coaches participating in the 2004—2005 training year. Carla Soffos is currently a literacy specialist with the Arkansas Department of Education and is also completing degree requirements for an Educational Specialist in Reading. Literacy knowledge results from the dynamic interplay of teaching, prompting, and questioning—with language at the heart of the process. Carla SoffosCarla Soffos, in collaboration with Linda Dorn, has written several books including Shaping Literate Minds and Scaffolding Young Writers. It involves thinking beyond the text. However, the scene with Grandma is perfectly logical, just the type of action we might expect from her tempestuous character. This knowledge prompts readers to expect texts to be organized in particular ways, and this Teaching for Deep Comprehension: A Reading Workshop Approach by Linda J.
Teaching for Self-Reflection of the text. A unit of study can be developed to promote an in-depth analysis of characterization. The puzzling element of the passage has to do with all the noise. He returns and quickly rereads. Close your eyes and imagine this scene. Text: Father Bear went fishing.
A copy that has been read, but remains in clean condition. About this Item: Stenhouse Publishers. After reading the book, I watched the movie. . About this Item: Stenhouse Publishers, 2005. In the example on the next page, from Stone Fox Gardiner 1980 , a group of coaches created a text map that focused on characteristics of strong characters, supported by evidence from the text.
About this Item: Stenhouse Publishers, 2005. Thank you, Barbara, for collaborating with us on the Comprehensive Literacy model. To respond to the question of when a model may become a barrier to comprehension, we must first define what a model is. In Teaching for Deep Comprehension, they discuss comprehension from a socio-cognitive perspective - specifically, how teachers can use the social context of reading workshop to promote deep comprehension. For more then a decade, Linda Dorn and Carla Soffos have worked closely with many classroom teachers—and their interactions with both these teachers and the children in their classrooms have enabled them to write this book. No reproduction without written permission from publisher. Reprinted by permission of Boyds Mills Press.
He went down to the river. At Sallie Cone Elementary in the Conway School District, we thank Vicki Altland, first-grade teacher, for her willingness to share her classroom with us. Our colleagues say that we perfectly balance each other, although they add Teaching for Deep Comprehension: A Reading Workshop Approach by Linda J. They become involved in an exciting and powerful learning cycle: the more they learn, the more they open up to new possibilities, and the more they become part of a trusted professional community of learners. Did Tiger ever see Baby Monkey? No reproduction without written permission from publisher.
May show signs of minor shelf wear and contain limited notes and highlighting. I remember how I felt twenty years ago, a mother with two children, all alone, moving from Tennessee to Arkansas. Is there a defining feature that would help us understand the distinction? These experiences provide them with a cognitive base schema for making discoveries and expanding their knowledge. Increasing the effectiveness of teaching practice in this critical area is therefore a priority. They can demonstrate how good readers reflect on characters as they read, recording their thoughts and impressions in a reading log. Heartfelt thanks to Philippa Stratton and Brenda Power, our editors. Here, third graders engage in a book discussion.
Pages can include considerable notes-in pen or highlighter-but the notes cannot obscure the text. From the bottom of our hearts, we thank the Springfield coaches for all they are doing to support literacy. Teachers can promote effective note taking by demonstrating how to read a passage and record key words or ideas. He went d-d-d A to the r-river. They stood and watched them burning, and then frantically they loaded up the cars and drove away, drove in the dust. Text: But Tabby stayed up at the top of the tree.