Schema




 * CHAPTER 3 - SCHEMA**

__Overview: __

Using schema (also referred to as background or prior knowledge) to aide in comprehension allows for our students to take their learning deeper, faster. Being able to relate to and understand the subject at hand provides the reader with a more meaningful connection to the text. According to McGregor, our schema encompasses our feelings, experiences, thoughts, and opinions. It is what sets us aside from everyone else, and makes us individuals. __Suggested Activities:__

//The Schema Roller//
 * 1) Explain that the lint roller is like your brain.
 * 2) Write down personal experiences on little slips of paper. Spread the slips across the table, and roll the sticky roller over them.
 * 3) Explain that we pick up millions of experiences and thoughts over our lifetime. They come together to form our schema. The lint roller is like a “schema roller."

//The One-Minute Schema Determiner//
 * 1) On a large piece of paper (or the board) make a large “t” – forming an instant graphic organizer.
 * 2) On one side, write down a topic that is quite familiar to all of your students.
 * 3) Give them one minute to “shout out” as many thoughts on the subject as possible (as you record what they say).
 * 4) Now, on the opposite side, write down a word or subject that is unfamiliar to the students.
 * 5) Again, give them one minute to shout out their thoughts.
 * 6) Reflect on the difference between the two sides.

//Concentric Circles of Connection: “Rachel Delevoryas”// > *other song suggestions: “We’re Going to Be Friends” by the White Stripes or “Popular” by Kristin Chenoweth
 * 1) Set up a concentric circles organizer (text to world, text to text, text to self).
 * 2) Have the class listen to the song “Rachel Delevoryas” written and recorded by Randy Stonehill (or a song that most kids can relate to).
 * 3) Ask the students to respond to the emotional song on sticky notes.
 * 4) Have the class place their sticky notes on the organizer.
 * 5) Discuss how many self to text notes were taken, and why.

//Thinking Stems//
 * 1) Using a Norman Rockwell painting or a wordless book, ask students to explore the following thinking stems:
 * That reminds me of…
 * I’m remembering…
 * I have a connection to…
 * I have schema for…
 * I can relate to…

__Personal Response:__ I feel the classroom ideas in this chapter (and all the others) would be both very beneficial in the teaching of reading comprehension and a lot of fun to try with students. I hope to get the chance to use some of them in the future!