thinking through text
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DESIGNING INSTRUCTION THAT LEADS TO UNDERSTANDING
Thinking through text
Essential Question
How can I teach for understanding?
Learning goals
By the end of the two days, participants will:
Understand the thinking strategies
Understand the “Before, During, After” framework
Know instructional moves
Annotating textBuilding anchor
chartsUsing graphic
organizersTalking/discourseWriting/reflecting
Triple Track Agenda
Modeling thinking
strategies workshop co-teaching
Read Aloud: Cris Tovani
Author of I Read It, But I Don’t Get It and Do I Really Have to Teach Reading?
And high school classroom teacher
Penny Kittle
Trios
Find two people Introduce yourselvesExplore ideas
THE MONTILLATION OF TRAXOLINE
It is very important that you learn about traxoline. Traxoline is a new form of zionter. It is montilled in Ceristanna. The Ceristannians gristeriate large amounts of fevon and then bracter it to quasel traxoline. Traxoline may well be one of our must lukized snezlaus in the future because of our zionter lescelidge.
A comprehension quiz….
It is very important that you learn about traxoline. Traxoline is a new form of zionter. It is montilled in Ceristanna. The Ceristannians gristeriate large amounts of fevon and then bracter it to quasel traxoline. Traxoline may well be one of our must lukized snezlaus in the future because of our zionter lescelidge.
What is a traxoline? Where is traxoline
montilled?
How is traxoline quaselled?
Why is it important to know about traxoline?
The answers….
What is a traxoline? Taxoline is a new form of zionter.
Where is traxoline montilled? Traxoline is montilled in Ceristanna.
How is traxoline quaselled? Traxolie is quaselled when the Ceristannians gristeriate lareg amountsof fevon andthenbracter it.
Why is it important to know about traxoline? It is important to know about traxoline because it is one of our most lukized snezlaus in the future because of our zionter lescelidge.
Five components of reading
Phonemic awarenessPhonicsVocabularyFluencyComprehension
Basic Literacy
Intermediate
Literacy
Disciplinary Literacy
Timothy & Cynthia Shanahan, Teaching Disciplinary Literacy to Adolescents: Rethinking Content AreaLiteracy
The increasing specialization of literacy
development
Metacognition
Reading
What does it mean to read? What does thinking while reading look/sound like? What do you do when you read?
Last Words
The suicide note was brief.To my friend, my lover, my wife,Don’t blame yourself. None of them did.
Annotate the text….Leave tracks of your thinking
Invitation
Read “Conversation Piece” While reading, annotate the textShow the tracks of your thinking
What did you do to make sense of this text?
Learning from being metacognition
What does it mean to read? What does thinking while reading look/sound like?
Break time
What are the thinking strategies that proficient readers use?
But, first, what is a strategy?
“Intentional plans that enable readers to construct meaning.” -- Cris Tovani
Mental moves that readers use to understand what they are reading
Before During After
Instructional moves--Smoky Daniels
Strategies of proficient readers
Monitor for understanding
Ask questions
Activate, Utilize, Build Background Knowledge
Draw inferences
Aha!
Determine Importance
Create sensory images…Visualize
and synthesize
Label our strategies
QuestionsVisualizingSynthesizingBackground knowledgeMonitoringInferringDetermining importance
Before, During, After
Before: getting students ready to readDuring: having students hold their thinking
while readingAfter: extending or deepening their thinking
Workshop #1:
Focus reading strategies: Activating background knowledge Making connections
Demonstration lessonApplication
Activating background knowledge
Read and annotate text 2 in the packet.
Background knowlege
Background Knowledge + Making Connections
Making connections
Text-to-self
Text-to-text
Text-to-world
Demonstration lesson
If the eyes are the window to our souls, what do her eyes tell us?
During
Using the graphic organizer to hold your thinking.
After
With two colleagues Share your charting of your thinking Answer the guiding question, using your notes, the
poem, and the photo: If the eyes are the window to our souls, what do her eyes
tell us?
Application
Here’s what we modeled: An interesting text A purpose for reading
it Before (activating BK) During (graphic
organizer) After (in trios answer
the essential question)
How might you apply this strategy? What text? What purpose? Before? During? After?
Resources on the wiki: Day 1: Activating Schema and Making Connections
DEBRIEF
ANCHOR CHART
Workshop 2
Focus strategies: Determining importance Asking questions
Text: Non-fiction
Before Word Splash
During Highlight and annotate
After Save the Last Word for
Me
Focus thinking strategies: Determining Importance/Asking questions
Determining importance Id key ideas Distinguish among
important, interesting, and unimportant details
Consider what’s important given the purpose
Asking questions
Asking questions Before reading to set
purpose During reading to
maintain interest A variety of questions
Literal Inferential Applied
Demonstration Lesson
Before reading: Word splash Generate a question or two
During reading Highlight the text when you find possible answers to
your questions If more questions pop up, list them.
After reading: Save the Last Word for Me
Word Splash
DURING READING
•Highlight the text when you find possible answers to your questions.
• If more questions pop up, list them.
AFTER READING
SAVE THE LAST WORD FOR ME Select a significant quote Read it but do not explain
it The rest of the group
discusses your quote (about 3 minutes)
You get the last word: why did you select it? What are you thinking now?
Move on to the next person.
Application
How can you teach students to determine importance? Use questions in an active manner?
Before/during/after frameworkCheck out the wiki: Workshop – Determining
Importance and Asking Questions
KWL
KNOWWONDERLEARN
Investigate the wiki
Check out the wikiPost on the wiki:
Choose one of the strategies and explain how it supported your thinking.
How will that strategy support your students as thinkers?Homework: Bring a text that you will be
teaching.
reflecting
Homework
Bring some kind of text you might ask your students to read
Workshop #3
Focus strategies: Visualizing Inferring
Text: Poem
BeforeDuringAfter
Visualizing or Using Sensory Images
Drawing inferences
Question/Text
+
Background Knowledge
Inferences
Think Aloud
I’m playing warWith six of my friends,Using sticks for guns Arguing over who’s deadWho’s only woundedWho can die the best When the door opensAnd Grandpa walks outWearing no shirt. We see the scarOn his back. He got itIn a real war. Nobody says anythingBut after he passes byWe start a different game.
The Scar
by Ralph Fletcher
During Reading
Pair up: With a partner read “The Custodian” Decide who is Person A and who is Person B Person A think aloud, Person B records visualizations
and inferences
After reading
Join another pairDiscuss your visualizations/inferencesOn the wiki, reflect on what you learned
Checking out the wiki
What’s a question about reading that you would like answered?
Search the wiki to find an answer to the question.
Jot down insights and resources.Be prepared to share.
Your turn
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