Tovani+Reading+3

Tovani reading 3 - Tracking Confusion to Its Source Everyone read the entire section, but take double-column notes as follows:

- pgs 35-37 (intro & real world monitoring) - 37-42 (How do I know I'm stuck & Now that I'm stuck, what do I do?) - 42-45 (Are You Listening? & What are we supposed to hear?) - 45-47 (It's about Listening) - 47-48 (what works)

Once students acknowledge that they can and should be in control of their reading, they need to know when they are confused. Six indicators of confusion:
 * Chloe || **Intro and Real World Monitoring 35-37** || * Two questions to ask student to figure out how well they are comprehending:
 * How do you know when you are confused?
 * What do you do when you are confused?
 * Help reders understand that it is their job to comprehend what the read, not the teacher's.
 * Students need to be aware of when they are confused because they are the only ones that can tell. ||
 * Mindy || **Managing "Stuck" 37-42**
 * Readers** || __How Do I Know I'm Stuck__
 * The voice in the readers text isn't interacting with the text
 * 2 types of voices in reader's head
 * Reciting Voice: Reciting the text
 * Conversation Voice: Essentially, having a conversation with the text--sometimes asks it questions and can interact with words on the page.
 * The "camera" in the reader's head shuts off
 * The visual images the reader's mind produces of what is happening in the text.
 * Loss of concentration/Wandering mind
 * Cannot remember what was read
 * Clarifying questions asked by the reader are not answered
 * Cannot remember certain characters when they are introduced later in the story. ||
 * Carli || **Are You Listening? 42-45**
 * What Are We Suppoed to Hear?** || * Many students enrolled in college prep classes are good readers and know when they are confused
 * Struggling readers are not always aware of their thinking, that is why they do not know they are confused
 * Many classes are all too familiar with the meaningless reciting voice.
 * They need to know what a good interacting conversation voice is like
 * It is important to write on the board what you are thinking on the board so the students learn how to think when reading
 * 4 types of voices heard while reading:
 * Reciting voice: The voice a reader hears when they are only reciting the words and not drawing a meaning to them
 * conversation voice: The voice that has conversation with the text. It represents the readers thinking as she talks back to the text in an interactive way. This voice can take on two different voices:
 * interacting voice: The voice inside the reader's head that makes connections, asks questions, identifies confusions, agrees and disagrees with the ideas. This voice deepens the reader's understanding of the text.
 * Distracting voice: The voice inside the reader's head that makes him not focus not the text. ||
 * Sam || **It's About Listening 45-47** || * Students need to listen to to all of the voices in their heads so they can identify when they're confused about something
 * When only listening to the reciting voice, students don't construct meaning to go with the words
 * Good readers consciously use thinking strategies to help themselves recognize with their conversation voices shut off
 * Example: Inner Voice
 * Stop at the end of each page designated in the boxes and record what the voice in your head is saying. Identify whether the voice is just reciting the words, being distracted, or interacting with the text ||
 * Michael || **What Works 47-48** ||  ||
 * || **Current Events** || * Evaluations for teachers will include: 45 percent tied to student advancement with one-half of that based on results of standardized tests; 40 percent reflecting observations of performance and practice; 10 percent to peer or parent feedback surveys and 5 percent to student feedback or the whole-school achievement.
 * far-reaching education reform package for legislators to consider over the next three months with funds for additional alternative schools, upgraded teacher preparation programs and most of the $128 million in funding targeted at the 30 lowest performing school districts. These local systems educate 41 percent of the students in the state and have 37 percent of the teachers. ||