Lisa ArnesonReading 735/CESA 3 Cohort

Digging into Deeper Reading

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My Adolescent Literacy Gurus

Harvey Daniels

Doug Fisher

Kelly Gallagher

Doug Buehl

Cris Tovani

Questions we often forget to ask

(ourselves)

What support do my students need before they begin reading the book?

What support do my students need before reading each chapter?

What strategies will assist them to read the text with purpose and clarity?

How can I encourage second-draft reading to facilitate deeper meaning?

Which collaboration activities will help deepen their understanding?

How can encouraging students to think metaphorically deepen their comprehension?

How can I help students see the relevance this book plays in their world?

“Playing” with a Piece of Text

“Love” by William Maxwell

Found in Deeper Reading, p. 13. Original citation: 1983, The New Yorker: Podcast at http://www.newyorker.com/online/blogs/books/2013/01/fiction-podcast-tony-earley-reads-william-maxwell.html

In any well-crafted story, novel or play, there are often layers we do not see on our initial reading. In “Love,” for example, there is much foreshadowing that occurs that you may have not noticed on your first read.

Reread the story, and this time search for the many hints that Miss Vera Brown was going to die. Highlight or underline as many as you can find.

The Importance of Collaboration

We remember 10% of what we read 20% of what we hear 30% of what we see 50% of what we both see and hear 70% of what we talk about with others

“The act of collaborating itself raises the reading comprehension of every student in our classes.”

Gallagher, p. 17

Focusing the Reader

“When you start your car on a freezing morning, it is best to let the vehicle warm up for a minute or two before beginning your drive. It is better for your car and provides a smoother ride. Much like a car on a cold morning, students need to be warmed up as well before they start driving through difficult text.” p. 21

Effective First- Draft

Reading

“Telling students to simply “read the chapter” without giving them any other direction or support can produce poor reading. Specific strategies are necessary to help students read text carefully. . .” p. 21

Have I provided my students with a reading focus?

Also called activating background knowledge or frontloading. . .

Web searches Anticipation guides Theme spotlight Focus poems K-W-L-R Charts Video clip Current event Authentic artifacts . . . . . More?

Ideas for giving students a

reading focus

Use what we’ve talked about so far and plan a reading focus on a sample title.

Groups of 3-4

Book Activity

Are my students willing and able to

embrace confusion?

Can my students monitor their

own comprehension?

Do my students know any fix-it

strategies to assist them when

their comprehension

begins to falter?

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