I would love to see your work. Anchor charts are my favorite way to teach.
Ida Ida Holloway Byrd 3rd Grade Teacher Ira Cross Jr. ES "Today, I made a difference." ________________________________________ From: mosaic-bounces+ida.hollowaybyrd=killeenisd....@literacyworkshop.org [mosaic-bounces+ida.hollowaybyrd=killeenisd....@literacyworkshop.org] On Behalf Of [email protected] [[email protected]] Sent: Sunday, February 19, 2012 11:10 PM To: Mosaic: A Reading Comprehension Strategies Email Group Subject: Re: [MOSAIC] Determining Importance I would love to see the pictures. What a great idea! Sherry Sent from my iPhone On Feb 19, 2012, at 7:29 PM, DONNA FOX <[email protected]> wrote: > > I'd like to share a strategy that has worked well for me in the past, > especially with nonfiction. Has anybody ever heard of an Information Walk? In > a nut shell what you do is chunk the text you are working with into sections > or by subtitles, and assign groups of 2-4 students to be responsible for each > passage. The students collaborate in creating a poster with the information > required by the teacher. Fpr example the class I work in we recently did this > with main idea. We had students make a 4 square on their posters and one > square was labeled Main Idea, Supporting Details, Important vocabulary, and > Visualization. > However, the fun starts when you hang them around your classroom or an empty > hallway. Each student is given 3-4 post it notes and a set of 4-5 stickers or > stars. As they roam around and learn from each other they have to leave post > it note comments, and stickers next to new and interesting information that > they acquired from one another. It really fosters student to student > learning, and they are so excited to get their poster back to see what the > others wrote. > > I have done this same activity for Determining Importance. Instead of 4 > squares a I have them make 2 columns one titled Important Information and the > other Interesting. You can adapt this to almost anything, and even use this > to activate schema for prior knowledge or as a post reading activity. > And of course the big question should always be " Why is this important?" > ....thank you Renee for that! > > Earlier todayI tried to send my pics with this email but it bounced back to > me. If anybody would like to see a photo of the finished product just email > me personally and I will send it to you. > This activity has been very successful, and as you well know the enthusiasm > when you hand students post it notes and stickers is overwhelming. Also, I > love setting it up outside of the classroom....for some reason the different > environment adds to the excitement when students go on their Information > Walk! > > Donna > Intervention Gr3/4 > > > > On Sun, Feb 19, 2012 at 7:07 PM, Renee wrote: > >> I would say that determining importance is important in getting to the main >> idea, and establishing the main idea is helpful in determining importance. >> Big help, huh? >> >> Kids need to know both. Determining importance helps them remember and >> retell stories. But knowing the main idea is useful in recommending books to >> other people; it reduces things down to one or two sentences. >> >> Renee >> >> On Feb 19, 2012, at 12:03 PM, evelia cadet wrote: >> >>> Are determining importance and finding the author's main idea the same >>> thing? If they are not, are they related? How? HELP! >>> >>> Evelia >>> >>> Sent from my Windows Phone >>> >>> -----Original Message----- >>> From: Palmer, Jennifer >>> Sent: Sunday, February 19, 2012 9:23 AM >>> To: Mosaic: A Reading Comprehension Strategies Email Group >>> Subject: Re: [MOSAIC] Determining Importance >>> >>> It's the testing culture Renee. We test low level and that drives >>> instruction. Think about main idea ... And it's relationship to what we >>> are talking about. Determining importance becomes a game to guess what >>> test authors feel is important... >>> >>> Sent from my iPhone >>> >>> On Feb 19, 2012, at 12:01 PM, "Renee" <[email protected]> wrote: >>> >>>> I wonder what would happen if we just asked a student, "Why is this >>>> important?" I'm thinking in a context, for example, of my own lesson, when >>>> the student asked how Washington's face got on Mount Rushmore. These were >>>> third graders. I can easily imagine a student ansswering, "it isn't" and I >>>> could also easily imagine a student giving a reason, maybe something like, >>>> "well, because he was so important that they put him on a mountain so how >>>> did that happen?" >>>> >>>> I think it's a good question: Why is this important? It has that lovely >>>> open-endedness that helps us learn what's going on the mind of a student. >>>> >>>> And by the way.... in my substituting travels to various classrooms, I am >>>> finding every year that it's harder and harder to get kids to answer >>>> open-ended questions with any kind of confidence. That frightens me. >>>> >>>> Renee >>>> >>>> On Feb 18, 2012, at 1:49 PM, Palmer, Jennifer wrote: >>>> >>>>> I agree Renee. What I often do is spend a little time talking about our >>>>> purpose for reading first and letting that guide the discussion ... I >>>>> think it was Kylie Beers that uses the example of a text that is a >>>>> description of a beautiful home. An interior decorator, a real estate >>>>> agent and a thief, all would find different things in the text to be >>>>> important because their purposes for reading would be quite different. >>>> >>>> It is possible to store the mind with a million facts and still be >>>> entirely uneducated. >>>> ~ Alec Bourne >>>> >>>> >>>> _______________________________________________ >>>> Mosaic mailing list >>>> [email protected] >>>> To unsubscribe or modify your membership please go to >>>> http://literacyworkshop.org/mailman/options/ mosaic_literacyworkshop.org >>>> >>>> Search the MOSAIC archives at http://snipurl.com/MosaicArchive >>>> >>> >>> _______________________________________________ >>> Mosaic mailing list >>> [email protected] >>> To unsubscribe or modify your membership please go to >>> http://literacyworkshop.org/mailman/options/ mosaic_literacyworkshop.org >>> >>> Search the MOSAIC archives at http://snipurl.com/MosaicArchive >>> >>> >>> _______________________________________________ >>> Mosaic mailing list >>> [email protected] >>> To unsubscribe or modify your membership please go to >>> http://literacyworkshop.org/mailman/options/ mosaic_literacyworkshop.org >>> >>> Search the MOSAIC archives at http://snipurl.com/MosaicArchive >>> >> >> Public Education: >> It's a right, not a race. >> >> >> _______________________________________________ >> Mosaic mailing list >> [email protected] >> To unsubscribe or modify your membership please go to >> http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org >> >> Search the MOSAIC archives at http://snipurl.com/MosaicArchive > _______________________________________________ > Mosaic mailing list > [email protected] > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive > _______________________________________________ Mosaic mailing list [email protected] To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive _______________________________________________ Mosaic mailing list [email protected] To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive
