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Collaborative Strategies
for Teaching Reading Comprehension: Maximizing Your Impact
Chapter 3: Using Background
Knowledge: Emerging Lesson
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Kinder-first grade classroom teacher Melanie ElLaissi and teacher-librarian
Keisa Williams cotaught this lesson in the library at the Monarch
Academy in Oakland, California. After introducing the lesson to
the whole class, they divided the class in half in order to support
the students in learning to make text-to-self connections, determine
similarities and differences, and to use a Venn diagram to show
these relationships.
After the lesson, each educator wrote a reflection and shared
it with the other.
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Melanie wrote: "Having two teachers made the lesson more
dynamic for the children. While the children needed a lot of
support to fill out the Venn diagram, I think [coteaching] is
an excellent way to introduce a new complex skill. The small
groups made it easy for all kids to get plenty of support."
Melanie suggested that the next time they coteach a lesson like
this one that she read the book to the children in the classroom
in advance of the library lesson.
Keisa wrote: Next time, "I would ask the classroom teacher
to read a similar book and have them produce a class-sized Venn
diagram in the classroom. I would also do a similar lesson in
the library. In this way, students would be more prepared to
do the individual Venn diagram when we split the groups."
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This was the whole class sample Venn diagram.
AASL Standards
for the 21st-Century Learner:
- Use prior and
background knowledge as context for new learning.
(1.1.2)
- Read, view, and listen for information
presented in any format (e.g., textual, visual, media, digital)
in order to make inferences and gather meaning. (1.1.6)
- Collaborate with others to broaden and deepen understanding.
(1.1.9)
- Organize
knowledge so it is useful. (2.1.2)
- Connect ideas
to own interests and previous knowledge and experience.
(4.1.5)
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Launched: March 2007
Updated: 1 June 2013
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