Hocked gems financing him, our hero defied the scornful laughter. Think of it as an egg, not a table, her said. The three sturdy sisters sought proof, forging over vast calmness, and sometimes over turbulent peaks and valleys, until at last welcomed winged creatures appeared, signifying monumental success.
1. What are hocked gems?
Hocked gems are borrowed jewels or money that Columbus’ king and queen Ferdinand and Isabelle provided him for his journey.
2. What should we think of as an egg not a table?
The Earth’s surface as it is round, not flat.
3. Who are the three sturdy sisters?
The Nina, Pinta, and Santa Maria ships which were Columbus’ fleet.
4. What kind of winged creatures appeared?
Other ships which had already sailed to the New World. Columbus encountered other ships, possibly even Viking ships.
*If you were to use this passage with students, what schema would you need to activate with them first?
If I were to teach this passage to students, I believe it is first important to active student’s prior knowledge. Before having students read this passage I would show them a globe and ask them if they know the names of any famous explorers.
*How can you help teach children whose schema and the tests content don’t match?
It would be a wonderful idea to have students look at map of their school or a map of their own classroom. It is important for students to be aware of their place in the world. I would first have them create a map of a place they are familiar with so they could gain a better understanding of how a map is used.
*How much time should children spend in texts that don’t match their interests or schema?
I believe students should be reading on their independent level in order to comprehend a text. It is important for students to find texts they are interested in so they will be motivated to read and be excited to share information they have read. On the other hand, it is equally important for students to be able to read and comprehend subject-content texts such as social studies or science textbooks to gain meaning in the upper grades.
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I love that you said that you would activate your students prior knowledge before teaching or exposing your students to this passage. If their prior knowledge is activated, then a discussion will led to them understanding the meaning of the passage. Great idea about having the students to create a map of a known place. That would tie in great to teaching about Christopher Columbus. Also, I believe that exposing my students to upper reading passages will allow them to be successful in expanding their knowledge on a range of subjects.
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