Tovani+Reading+1

Tovani Reading 1 (chapters 1 & 2) pages 1-21
==For each reading assignment, each student will read all of the assigned pages, but note-taking will be done in a jig-saw fashion. Please type in the notes for the section you are assigned.==


 * ==Student Names== || ==Main Ideas== || ==Details== ||
 * || = Fake Reading = ||  ||
 * Ian || ==Establishing Expectations pages 1-4== || * Expect the same kind if "tricks" you used as a student.
 * Students are going to dislike your class sometimes, it's your job to establish the attitude
 * Know the area, the neighborhood and their expectations
 * Adjust your expectations and spell out your expectations to the students
 * "Cheating on book reports" every student has done it, most do it, avoid doing the same old things that have been proven to fail
 * get the students talking about reading and writing and how they've felt about it in the past. ||
 * Carli || ==Establishing Expectations==
 * Carli || ==Establishing Expectations==

(pages 5-8)
|| * "A strategy is an intentional plan that readers use to help themselves make sense of their readings"
 * strategies are flexible
 * they can adapt to each task at hand
 * there are many different strategies
 * There are some comprehension strategies:
 * reread
 * skip words
 * read slow
 * For great participation, there needs to be content brought to discussion. One simply cannot just read the words.
 * In order for teachers to help students become better readers, the teacher themselves have to read what the students are. ||
 * Chloe || ==Disarming the Defenses==

(pages 9-12
|| * We have to realize that those who struggle while reading books never get the satisfaction of finishing one.
 * Students seem to open up when they realize that their teacher has been through what they are going through and that they are't "perfect".
 * //Important book and literary histories//(FIgure 1.1):
 * Each student picks a book that is important to them. The book can be a positive or negative memory.
 * List two positive or negative reasons the book is important to you.
 * List five positive or negative writing events that affect the way you write today.
 * "Books will be the great equalizer." ||
 * Samantha || ==The Realities of Reading==

(pg. 13-17)
|| * No single reason for why students don't read well = =
 * Need both ability as well as motivation
 * Two types of struggling readers
 * Resistive Readers - Can read but choose not to
 * Usually wait until the teacher gives the answer to them out of obligation
 * Word Callers - Can decode words but don't understand or remember what they've read
 * Don't understand that reading involves thinking
 * Comfortable with teachers telling them how to think ||
 * Mindy || ==Redefining Reading (pg. 17-19)== || * Emphasis on comprehension, not just "decoding."
 * Reading is about understanding what is in print, not just being able to pronounce the word on the page.
 * Researchers define reading as "a complex, recursive thinking process."
 * 6 cueing systems: 3 surface structures, 3 deep structures
 * Surface Structures
 * Graphophonic Cues: Letters and letter combinations and the sounds associated with them.
 * Lexical Cues: Words--but meanings not necessarily associated with them.
 * Syantactic Cues: The form and structure of words and sentences that make up pieces of texts, whether they "sound right" and are organized cohesively.
 * Deep Structures
 * Semantic Cues: Meaning(s), concepts, and associations of words or longer texts, and understanding definitions and nuances.
 * Schematic Cues: Reader's prior knowledge/personal experiences that is associated with the text to hel them remember and understand the text.
 * Pragmatic Cues: What the reader considers important and what he/she needs to understand for a certain reason. Also includes social construction of meaning, in which groups of readers arive at a shared meaning and incresingly abstract interpretations.
 * When all cueing systems are operating, readers are able to understand fully what they are reading; but if 1 or 2 shut down, all meaning is lost. ||
 * Michael || ==Shouldn't They Have Learned This Already? 19-21== || * Students may know how to read, but the text may be too complicated for them to understand, or __inaccessible__
 * The text becomes inaccessible to the student when they
 * Lack comprehension strategies that unlock meaning
 * Have limited background knowledge
 * Fail to recognize organizational patterns of text
 * Lack purpose
 * While students learn to read in elementary school, they need to learn how to read __well__in middle and high school
 * Elementary school focuses on decoding and reading with fluency
 * Secondary school focuses on meaning and ideas
 * Secondary teachers expect successful students to be strategic readers who
 * know how to read
 * read faster in secondary school than in elementary school
 * read large amounts of text in a short time
 * gain information from reading
 * read and understand increasingly difficult material
 * Teachers can improve students' comprehension by
 * being a passionate reader of their content area
 * showing their students how good readers read ||