Metacognitive StrategiesMetacognitive StrategiesBalanced Literacy Balanced Literacy

Session 4Session 4November 5, 2008November 5, 2008

Danna & LeslieDanna & Leslie

ReflectionReflection

Talk with your table group. What was most valuable from Chapter 5? Discuss a successful writing mini-lesson that

you’ve taught in the last month.

AgendaAgenda

Metacognition & Metacognitive Strategies Making Connections Visualizing Asking Questions

Collaborating Through Technology

In the past…In the past…

We asked comprehension questions about specific to the story. Let’s not limit ourselves to that.

Let’s consider asking questions and helping students think about many stories.

For example, What personal connections did you have with the story? What did you visualize as you were reading?

Teach the reader, not the text.

What does it mean to What does it mean to understand?understand?

To understand is to be different after having read something.

To understand is to feel. To understand is to remember.

Metacognitive Strategies give students the tools to

ACTIVELY ENGAGEin the text they are reading

and help them to deeply understand

what they read.

Students who learn comprehension strategies do better in all areas-

reading, math, science and social studies.

What do great readers do?What do great readers do?

Think about your readers that really understand~

What are they doing? Observe and take notes.

Children learn best when…..Children learn best when…..

They learn a few concepts of great importance taught in real depth over a long period of time applied in a variety of texts and contexts

Elin Oliver Keane, author of Mosaic of Thought, recommends spending six weeks on each of the metacognitive strategies.

TEKS Correlation

How to Teach Metacognitive How to Teach Metacognitive StrategiesStrategies

Think Aloud Model the Strategy Give them an opportunity to turn and talk

having them use the words “My connection is…” “I’m visualizing…”

What’s the best way to teach What’s the best way to teach Comprehension Strategies?Comprehension Strategies?

Showing kids how vs. telling them what to do: Our responsibility is to make what is implicit, explicit. Explicit reading instruction means that we show learners how we think when we read.

Eventually the goal is for readers to use these strategies automatically and seamlessly.

What a Reader Brings to the TableWhat a Reader Brings to the TableMaking ConnectionsMaking Connections

Personal History, all you have seen and read, your adventures, experiences of day to day life, your relationships, and your passions

Same words, different responses

These are the strategies young readers are most likely to grasp first. Text to self, Text to text, Text to world

CONNECTIONS: A bridge from CONNECTIONS: A bridge from the new to the known.the new to the known.

Text to TextText to SelfText to World

Making ConnectionsMaking Connections

Amazing Grace by Mary Hoffman My Great Aunt Arizona by Gloria Jouston Thundercake by Patricia Pollacco When I Was Young in the Mountains by Cynthia

Rylant Something Beautiful by Sharon Dennis Wyeth A Fine, Fine School by Sharon Creech Solo Girl by Andrea Davis Pinkney The Other Side by Jacqueline Woodson

Zimmerman’s Questions to Zimmerman’s Questions to Reveal Thinking…Reveal Thinking… Think out loud what you did to activate what you

already knew before you started reading the book. Could you share what you did to get ready?

As you read the passage, did anything remind you of your own life? How does thinking about what you already know help you understand this part of the reading?

When you think about your thinking, what do you notice about how background knowledge helps you decide what’s important to remember?

What other books or articles does this remind you of?

Making Connections ActivityMaking Connections Activity

Please read the poems given to you. Choose one that you connect with and write

about your connection. This reminds me of….. This makes me think about _______ in my life.

Share!

Gary PaulsenGary Paulsen

If books could have more, give more, be more, show more, they would still need

readers, who bring to them sound and smell and light and all the rest that can’t be in

books. The book needs you.

Celebration of the Human Celebration of the Human VoiceVoice WHAT DO GOOD READERS DO?“Reader’s usually grossly underestimate their own importance. If a reader cannot create a book with the writer, the book will never come to life. Creative involvement: that’s the difference between reading a book and watching TV. In watching TV, we are passive sponges; we do nothing. In reading we become creators, imagining the setting of the story, seeing the facial expressions, hearing the inflection of the voices. The author and the reader ‘know’ each other; They meet on the bridge of words.”

Madeleine L’Engle

Walking on Water: Reflections on Faith and Art

Motion Picture of the MindMotion Picture of the MindSensory Images: VisualizingSensory Images: Visualizing

Makes reading three-dimensional

Compare it to being “in” the book. Invisible to the characters but able to see, hear, feel everything that is happening (Harry Potter)

If the movie stops or gets fuzzy then you need to stop and reread.

A picture is worth a thousand words…..

Great example of VisualizingGreat example of Visualizing

Tomas & the Library Lady by Pat Mora

VISUALIZING: Becoming VISUALIZING: Becoming WordstruckWordstruck Allows readers to create mental images from

words in text Enhances meaning with mental imagery Links past experiences to the words and ideas in

the text Enables readers to place themselves in the story Strengthens a reader’s relationship to the text Stimulates imaginative thinking Heightens engagement with text Brings joy to reading

Texts for VisualizingTexts for Visualizing

Heartbeat by Sharon Creech Tomas & the Library Lady by Pat Mora Owl Moon by Jane Yolen Pocketful of Poems by Nikki Grimes

Visualization across genreVisualization across genre

Fiction Non Fiction Poem Newspaper Article Menus-write a menu item that we can

visualize-help your reader see it, smell it, feel it and taste it.

Zimmerman’s Questions to Zimmerman’s Questions to reveal thinking…reveal thinking… What did you see when you read those words? Does

having this picture in your head make reading more fun? How?

Where is that picture in your head coming from? What words in the text helped you make that picture? How did your background knowledge add to the details of this mental image?

Now that you have pictured what is going on in this chapter, what predictions do you have for what will happen next?

Have your sensory images changed as you read this story? What words added detail to your mind picture? Yes – one image does lead to another. How do these sensory images help you understand what you read?

Visualizing ActivityVisualizing Activity

Read a poem to your partner. As you listen to the poem, what do you

picture in your mind? What do you see, hear, smell, taste and feel? Write or draw it.

Repeat where your partner is the reader and you are the listener.

Why, What, Where, Who and HowWhy, What, Where, Who and HowQuestioningQuestioning

Clarify Ideas and deepen understanding

Quality Questions vs. Quantity Questions

QUESTIONING: The Strategy QUESTIONING: The Strategy that Propels Readers Forwardthat Propels Readers Forward Construct meaning Enhance Understanding Find answers Solve problems Finds specific information Acquire a body of

information Discover new information Propel research efforts Clarify confusion

Less likely to abandon a text

Understand that questioning occurs before, during and after reading a text

It is good to question the content, the author, the events, the issues and the ideas in a text

Guidelines about QuestioningGuidelines about Questioning

There’s no such thing as a dumb question Ask questions that really matter to you Ask questions when reading doesn’t make

sense

Some Questions are Answered, Some Questions are Answered, Others are notOthers are not

The Mysteries of Harris Burdick by Chris Van Allsburg

Angel for Solomon Singer by Cynthia Rylant Big Blue Whale by Nicola Davies

For every blue whale alive todaythere were once twenty.

People hunted and killed so many of themthat fewer than 10,000 remain.Now blue whales are protectedand hunting them is banned,

so in some places their numbers are growing-very, very, slowly.

Still, you could sail the oceans for a yearand never see a single one.

Zimmerman’s Questions to Zimmerman’s Questions to Reveal Thinking…Reveal Thinking… Did you have a questions even before you started

to read this book? How do you plan to keep track of your questions?

How do questions affect your understanding of the story?

Do you have a question following you through the book?

Do you have any questions you expect the author to answer? Which one is the most important for you as a reader? Will you keep it in mind as you read further?

Asking Questions ActivityAsking Questions Activity

Look at the text given to you. Write down the questions that you have in your mind.

Look at the illustration that goes with the text. Write down the additional questions you have.

Share!

Albert EinsteinAlbert Einstein

Toward the end of his life, he spent a great deal of time walking around his lab, hands clasp behind

his back, mumbling. His associates became quite worried about him. The day came when one of

them mustered the courage to move closer. Straining to hear, he finally picked out what

Einstein was muttering: “If only I could ask the right question” Einstein was fully aware that his

greatest task was not providing answers but coming up with profound questions, seeking the

right question, which would open up new realms of inquiry.

Connect, question and visualize

So what you’re reading will come to life

Connect, question and visualize

Connect to the story from your own life

Connect, question and visualize

Question what you’re reading with “how and why”

Connect, question and visualize

Visualize  a movie in your own mind

HomeworkHomework

Look at D2SC calendar and teach the metacognitive strategies of

Making connections Visualizing Asking questions

Remember you will teach each strategy in depth but continue to reinforce throughout the year in your think alouds, read alouds, and guided groups.

Read Chapter 19 in Guiding Readers & Writers, all about comprehension.

Collaborating our Ideas

and Resources

with a Wiki!

Mike Mikkelson