Earcos reading thinking_2010

THINKING THROUGH TEXT

Designing Instruction That Leads to Understanding

ESSENTIAL QUESTION How can I teach

for understanding?

LEARNING GOALSBy the end of the two days,

participants will:

UNDERSTAND ONE THINKING STRATEGY

UNDERSTAND THE WORKSHOP MODEL

KNOW INSTRUCTIONAL MOVES

Annotating text Using stickies Building anchor

charts Using

comprehensionconstructors

Thinking aloud Talking/discourse Writing/reflecting

TRIPLE TRACK AGENDA

Modeling thinking strategiesworkshopco-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 you haven’t talk to

today Introduce yourselves And then talk to each other about these

questions

The ninth tergite is a broad, quadrate plate. At the posterior lateral corners of this segment there originates a pair of appendages.

It is interesting that these appendages are well developed in many psychodids although small or absent in most other Nematocera. These structures are termed surstyli, lateral lobes, and inferior appendages.

Since an apparently homologous appendage of the ninth tergite is termed surstyle in the tipuloid genus Bittacomorpha and many lower insects, this terminology is followed here.

WORKSHOP 1 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.

SUICIDE NOTE Better,

despite the worms talking to the mare's hoof in the field; better, despite the season of young girls dropping their blood; better somehow to drop myself quickly into an old room. Better (someone said) not to be born and far better not to be born twice at thirteen where the boardinghouse, each year a bedroom, caught fire.

Dear friend, I will have to sink with hundreds of others on a dumbwaiter into hell. I will be a light thing. I will enter death like someone's lost optical lens. Life is half enlarged. The fish and owls are fierce today. Life tilts backward and forward. Even the wasps cannot find my eyes.

Better, despite the worms talking to the mare's hoof in the field; better, despite the season of young girls dropping their blood; better somehow to drop myself quickly into an old room. Better (someone said) not to be born and far better not to be born twice at thirteen where the boardinghouse, each year a bedroom, caught fire.

Dear friend, I will have to sink with hundreds of others on a dumbwaiter into hell. I will be a light thing. I will enter death like someone's lost optical lens. Life is half enlarged. The fish and owls are fierce today. Life tilts backward and forward. Even the wasps cannot find my eyes.

Annotate the text….Leave tracks of your thinking

INVITATION Read “Conversation Piece” While reading, annotate the text Show 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

WORKSHOP 2 What are the thinking strategies that

proficient readers use?

BUT 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

….ASK QUESTIONS

…DRAW INFERENCES

Aha!!!

…DRAW ON SCHEMA

The questions that p face as they raise

c from i to adult life are

not easy to a . Both f and

m can become concerned when health

problems such as c arise any time after

the e state to later life. Experts

recommend that young c should have

plenty of s and nutritious food for healthy

growth. B and g should not share

the same b or even sleep in the same

r . They may be afraid of the d .

The questions that p face as they raise

c from i to adult life are

not easy to a . Both f and

m can become concerned when health

problems such as c arise any time after

the e state to later life. Experts

recommend that young c should have

plenty of s and nutritious food for healthy

growth. B and g should not share

the same b or even sleep in the same

r . They may be afraid of the d .

The questions that poultry men face as they raise chickens from incubation to adult life are not easy to answer. Both farmers and merchants can become concerned when health problems such as coccidiosis arise any time after the egg state to later life. Experts recommend that young chicks should have plenty of sunshine and nutritious food for healthy growth. Banties and geese should not share the same barnyard or even sleep in the same roost. They may be afraid of the dark.

The questions that poultry men face as they raise chickens from incubation to adult life are not easy to answer. Both farmers and merchants can become concerned when health problems such as coccidiosis arise any time after the egg state to later life. Experts recommend that young chicks should have plenty of sunshine and nutritious food for healthy growth. Banties and geese should not share the same barnyard or even sleep in the same roost. They may be afraid of the dark.

The questions that poultry men face as they raise chickens from incubation to adult life are not easy to answer. Both farmers and merchants can become concerned when health problems such as coccidiosis arise any time after the egg state to later life. Experts recommend that young chicks should have plenty of sunshine and nutritious food for healthy growth. Banties and geese should not share the same barnyard or even sleep in the same roost. They may be afraid of the dark.

…DETERMINE IMPORTANCE IN TEXT

I found it!

…Monitor for understanding

…VISUALIZE

AND SYNTHESIZE

LABEL OUR STRATEGIES Questions Visualizing Synthesizing Background knowledge Monitoring Inferring Determining importance

PICK ONE THINKING STRATEGY TO STUDY•Inquiry study group

•Our model: asking questions

REFLECTIVE WRITING

•What’s your experience with strategy?•Why did you choose it?•What do you know about strategy?•What do you wonder about it?

Size: 405 × 627

Type: 8KB GIF

KWLR KNOW WONDER LEARN RESEARCH

WORKSHOP STRUCTUREPlus catch and release

WORKSHOP #3: COMING TO UNDERSTAND TSSelect one of the following to read: “The Right to Think: Giving Adolescents

the Skills to Make Sense of the World” “Metacognition: How Thinking about

their Thinking Empowers Students” Chapter 2, “I Read It, But I Don’t Get It.”

DISCUSSION LINGERING

QUESTION? EXPLORE THE

QUESTION 5 MINS/PERSON

DEBRIEF How did asking

questions help you understand the text?

ANCHOR CHART

LUNCH

Click icon to add picture

WORKSHOP #4

Guiding question Intention

How do I teach the strategies in a workshop setting?

How does this lead to understanding?

Double Track Content in articles Processes for

thinking

SELECT ONE TO READ Chapter 7, I

Read it, But I Don’t Get it

Chapter 4, Middle School Readers

OR Chapter 3,

Subjects Matter

Your task is to capture your thinking so you can talk about later:Sticky note

questions that provoke

Sticky note your use of the focus strategy

STRATEGY DISCUSSIONS Move to strategy

inquiry groups Study the

provocative questions

Study your thinking about your strategy

What did you learn?

Sentence strips

REFLECTING What did you

learn about yourself as a reader today?

HOMEWORK Read something that you want to read

tonightFocus on your strategyBe prepared to talk about your reading

process Bring some kind of text you might ask

your students to read