Hello everyone; I want to thank those who started this
for us, it is proving to be very helpful.
We started reading Sing Down the Moon and are trying
some of the Comprehension monitoring techniques.  We
covered coding text two days ago.  Ooh, Mr. Scott
O'Dell would find so many Xs on the side of the text
by the disagreement of "that's not what Navajos
believe..."  And, with the graphic organizers, we were
surprised at how little was known of The Long Walk. 
So, it is increasing the interest and, I'm sure this
will lead us to further study.
--- MLowman <mlowman at howardcc.edu> wrote:


> Good morning,  I've been following this interesting

> strand and I have one strategy I use that seems to

> work well with many of the others that have been

> mentioned.  I have students preview or survey a

> chapter in a text that they are going to read.  I

> ask them to look at headings and we discuss what

> might happen, they identify other items in the

> selection...italics (why might that be in

> italics...what does it mean...) bold faced items to

> indicate importance.....

>  

> Just thought I'd throw it in the mix 

> 

> ________________________________

> 

> From: familyliteracy-bounces at nifl.gov on behalf of

> Susan McShane

> Sent: Wed 2/6/2008 9:42 AM

> To: The Family Literacy Discussion List

> Subject: [FamilyLiteracy 983]

> Re:ComprehensionMonitoringStrategiesDiscussionBegins

> Today

> 

> 

> 

> More good ideas! I like the idea of "arguing." It

> really gets at the notion that the reader has to

> work with the text. Actually, those strategies sound

> like what's often called "thinking aloud"-mentioned

> in an earlier post-and "coding" or marking text.

> Both can be good comprehension-monitoring

> strategies. 

> 

>  

> 

> ________________________________

> 

> From: familyliteracy-bounces at nifl.gov

> [mailto:familyliteracy-bounces at nifl.gov] On Behalf

> Of Smith, Karen

> Sent: Monday, February 04, 2008 4:08 PM

> To: The Family Literacy Discussion List

> Subject: [FamilyLiteracy 976]

> Re:ComprehensionMonitoringStrategiesDiscussionBegins

> Today

> 

>  

> 

> A colleague shared the concept of having student

> "argue with the text" with me.  Students are

> encouraged to write in the margins, respond to,

> opine, and question the text.  Comprehension is

> necessary to be able to do this, and it encourages

> critical thinking.  I think some students don't

> think they can "argue" with print. 

> 

>  

> 

> Of course, there is always the issue of the

> readability level and contextual relevance of the

> text. Both are critical, but I find it difficult to

> choose the right texts (looking at those two

> criteria) with a multi-level group.  

> 

>  

> 

> ________________________________

> 

> From: familyliteracy-bounces at nifl.gov

> [mailto:familyliteracy-bounces at nifl.gov] On Behalf

> Of Moctezuma, Yvette T.

> Sent: Monday, February 04, 2008 1:43 PM

> To: The Family Literacy Discussion List

> Subject: [FamilyLiteracy 955] Re:

> ComprehensionMonitoringStrategiesDiscussionBegins

> Today

> 

>  

> 

> Yes, those strategies work for me.  I sit with a

> group of 3 students at a time and they take turns

> reading out loud an article from a newspaper or

> magazine (3rd Grade level).  I ask them to underline

> any words they don't understand while we are

> reading.  We only read one paragraph at a time.  

> Then, I ask a volunteer to try to summarize what

> they just read in their own words.  We look at all

> of the words they underlined and look them up in the

> dictionary if they don't know it.  I also ask them

> to reuse the word in a new sentence.  By the time we

> analyze all of the words, they understand exactly

> what the paragraph was about and then we continue.  

> 

>  

> 

> Yvette Moctezuma

> 

> Parent Resource Teacher

> 

> Three Points Elementary

> 

> 4001 S. Goldenrod Rd

> 

> Orlando, FL 32822

> 

>  

> 

> ________________________________

> 

> From: familyliteracy-bounces at nifl.gov

> [mailto:familyliteracy-bounces at nifl.gov] On Behalf

> Of Gail Price

> Sent: Monday, February 04, 2008 1:57 PM

> To: The Family Literacy Discussion List

> Subject: [FamilyLiteracy 954] Re: Comprehension

> MonitoringStrategiesDiscussionBegins Today

> 

>  

> 

> Thanks Susan. That certainly makes sense. I know I

> have asked my students to read a passage and

> highlight words they don't know or aren't sure of. I

> have also asked them to write question marks if

> there is a statement that doesn't make sense to

> them. The students have never objected to this or

> acted unwilling-perhaps this is a pretty

> non-threatening way to admit to not knowing

> something.

> 

>  

> 

> What are some things others have tried? What do you

> do to help your students when their comprehension

> breaks down?

> 

>  

> 

>  

> 

> Gail J. Price

> 

> Multimedia Specialist

> 

> National Center for Family Literacy

> 

> 325 W. Main Street, Suite 300

> 

> Louisville, KY 40202

> 

> gprice at famlit.org

> 

> 502 584-1133, ext. 112

> 

>  

> 

>  

> 

> Join us for the 17th Annual National Conference on

> Family Literacy!

> "Literacy Grows Families and Communities"

> March 30, 31, & April 1, 2008-Louisville, KY

> Register online at www.famlit.org/conference

> 

>  

> 

> ________________________________

> 

> From: familyliteracy-bounces at nifl.gov

> [mailto:familyliteracy-bounces at nifl.gov] On Behalf

> Of Susan McShane

> Sent: Monday, February 04, 2008 11:44 AM

> To: The Family Literacy Discussion List

> Subject: [FamilyLiteracy 953] Re: Comprehension

> Monitoring StrategiesDiscussionBegins Today

> 

>  

> 

> Hello Everybody! Since there are so many

> possibilities in the broad category of comprehension

> monitoring, Donna and I think that it's probably

> best to start with something that makes sense to the

> learner and isn't  too complicated. 

> 

>  

> 

> One possibility is restating-that is putting what

> they've read into their own words. You can explain

> that it's a good way to stay focused on the meaning

> and to "test" their understanding.  Ask them to stop

> after the first section or paragraph (or even the

> first couple of sentences) and try to put what the

> writer said in their own words. If they can't do it,

> that's a clue that they may need to re-read and

> think about it more carefully.

> 

>  

> 

> Another possibility is a variation on the "coding

> text" strategy. The book includes an example that

> has several different kinds of marks to indicate

> questions, mark important facts, and make other

> responses 

=== message truncated ===>
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