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The Talking to the Text (TttT) strategy, explored in a Reading Apprenticeship workshop at DCIU, encourages students to engage with texts actively by voicing their thoughts, questions, and misunderstandings. Students annotate marginal notes and comment directly on the text, making predictions and asking questions that deepen comprehension. This method is versatile and effective for all reading levels, promoting a slower, more thoughtful reading pace. Additionally, it integrates adapted Cornell note-taking, allowing for structured annotations that facilitate dialogue with the text.
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Talking to the Text Strategy Report By Sara McNally
Where the Strategy was found • Reading Apprenticeship Workshop at the DCIU
Description of the strategy Talking to the text is a reading strategy that enables students to voice their concerns and misunderstandings about the words they are trying to read. Through the process of TttT, students use marginal notes and other forms of annotation to comment on what they do or do not understand in their reading. As they read, they write any comments or notations on the page and in the margins that explain what they are thinking as they read. They make comments, predictions, or write questions in the margins of the text.
Will this Strategy work best for one type of student over another This strategy can work with any student at any level of reading.
Why did you select this strategy I selected this strategy because I find that talking to the text helps me understand what I am reading. It forces you to slow down your reading pace and really focus on the vocabulary and meaning behind the sentences.
Cornell Note-taking We’ve adapted the Cornell style of note-taking at DHMS. It is a template that includes notes in the margins so students can talk to the text.
