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Thinking through text

Thinking through text. Designing Instruction That Leads to Understanding. 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 .

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Thinking through text

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  1. Thinking through text Designing Instruction That Leads to Understanding

  2. Essential Question How can I teach for understanding?

  3. Learning goals By the end of the two days, participants will:

  4. Understand the thinking strategies

  5. Understand the “Before, During, After” framework

  6. Know instructional moves Annotating text Building anchor charts Using graphic organizers Talking/discourse Writing/reflecting

  7. Triple Track Agenda • Modeling • thinking strategies • workshop • co-teaching

  8. Read Aloud: CrisTovani Author of I Read It, But I Don’t Get It and Do I Really Have to Teach Reading? And high school classroom teacher

  9. Penny Kittle

  10. Trios Find two people Introduce yourselves Explore ideas

  11. 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 Ceristanniansgristeriate large amounts of fevon and then bracter it to quaseltraxoline. Traxoline may well be one of our must lukizedsnezlaus in the future because of our zionterlescelidge.

  12. 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 Ceristanniansgristeriate large amounts of fevon and then bracter it to quaseltraxoline. Traxoline may well be one of our must lukizedsnezlaus in the future because of our zionterlescelidge. What is a traxoline? Where is traxolinemontilled? How is traxolinequaselled? Why is it important to know about traxoline?

  13. The answers…. What is a traxoline? Taxoline is a new form of zionter. Where is traxolinemontilled? Traxoline is montilled in Ceristanna. How is traxolinequaselled? Traxolie is quaselled when the Ceristanniansgristeriatelaregamountsoffevonandthenbracter it. Why is it important to know about traxoline? It is important to know about traxoline because it is one of our most lukizedsnezlaus in the future because of our zionterlescelidge.

  14. Five components of reading Phonemic awareness Phonics Vocabulary Fluency Comprehension

  15. Metacognition

  16. Reading What does it mean to read? What does thinking while reading look/sound like? What do you do when you read?

  17. Last Words The suicide note was brief. To my friend, my lover, my wife, Don’t blame yourself. None of them did.

  18. Annotate the text….Leave tracks of your thinking

  19. Invitation Read “Conversation Piece” While reading, annotate the text Show the tracks of your thinking

  20. What did you do to make sense of this text?

  21. Learning from being metacognition What does it mean to read? What does thinking while reading look/sound like?

  22. Break time

  23. What are the thinking strategies that proficient readers use?

  24. But, first, what is a strategy? • “Intentional plans that enable readers to construct meaning.” -- CrisTovani • Mental moves that readers use to understand what they are reading • Before • During • After • Instructional moves --Smoky Daniels

  25. Strategies of proficient readers

  26. Monitor for understanding

  27. Ask questions

  28. Activate, Utilize, Build Background Knowledge

  29. Draw inferences Aha!

  30. Determine Importance

  31. Create sensory images…Visualize

  32. and synthesize

  33. Label our strategies Questions Visualizing Synthesizing Background knowledge Monitoring Inferring Determining importance

  34. Before, During, After Before: getting students ready to read During: having students hold their thinking while reading After: extending or deepening their thinking

  35. Workshop #1: • Focus reading strategies: • Activating background knowledge • Making connections • Demonstration lesson • Application

  36. Activating background knowledge Read and annotate text 2 in the packet.

  37. Background knowlege

  38. Background Knowledge + Making Connections

  39. Making connections Text-to-self Text-to-text Text-to-world

  40. Demonstration lesson

  41. If the eyes are the window to our souls, what do her eyes tell us?

  42. During Using the graphic organizer to hold your thinking.

  43. 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?

  44. 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

  45. DEBRIEF ANCHOR CHART

  46. 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

  47. 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

  48. Asking questions • Asking questions • Before reading to set purpose • During reading to maintain interest • A variety of questions • Literal • Inferential • Applied

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