Tovani+Reading+2

The House Activity Page 25 || * When students read a text without a purpose, they complain that Thinking Aloud Activity p.26 || * By thinking and sharing out loud,you make the process of comprehension more concrete. Marking Text Activity p. 2 || * This strategy gives a way for the students to stay engaged in their readings Activity page 30 || * Similar to Cornell style but with a bit more flexibility
 * Michael || ===Purpose is Everything===
 * they don't care about the topic
 * they can't relate to the topic
 * they daydream and their mind wanders
 * they can't stay focused
 * they just say the words to finish the assignment
 * they get bored
 * Readers determine the importance of reading based off of their purpose for reading
 * Students rarely have the opportunity to determine their own purpose for reading
 * The purpose provided by the teacher may be too vague
 * Most students don't know how to set their own purpose when reading
 * They think everything in their textbook is important
 * They need to learn how to separate main ideas from interesting details, and can do so by
 * gain more background knowledge
 * connect what they are reading to class lectures ||
 * Chloe || ===Thinking Aloud===
 * "Mental modeling" - thinking out loud
 * Teachers should read with the students during SSR. They should make comments out loud about their text so that the students know that it is ok to do so.
 * How to go about thinking out loud:
 * Select a short piece of text.
 * Foresee difficulty
 * Read the text out loud and stop often to share your thinking.
 * Point out words in the text that trigger your thinking. ||
 * Carli || ===Marking Text===
 * Step 1: Assign codes to types of thinking
 * These can be whatever you want them to be.
 * For example:
 * ? states a part you have a question about
 * C for a confusing part
 * V for a vocab word you want to look up in the future
 * Step 2: Model the coding process by thinking it through out loud
 * Make connections between the text and background knowledge and share the connects made
 * Step 3: Give students accessible pieces to make on their own
 * Don't assign too many codes at once or the students could become confused
 * Step 4: Use highlighters!
 * Sometimes students don't know when they are confused so they won't make any marks. Using highlighters can make this problem much easier because then it it visible. ||
 * Ian || ===Double-Entry Diaries===
 * Procedure
 * 1) Divide paper into halves, "hot-dog bun style"
 * 2) Left side: direct quotes or information recorded
 * 3) Right side: inferential/critical thinking, definitions, summary
 * Example:
 * L: Facts or Details R: What is the authors message?
 * L: Confusing Part R: What did I try to get unstuck?
 * L:Vocab/Word R: What do I know about the word/term/phrase? ||
 * Samantha || Comprehension Constructor page 32 How to design a CC Comprehension Strategies || * Requires readers to use two or more thinking strategies
 * Introduced after students know how to mark text and use double-entry diaries
 * Essentially a worksheet to guide students through difficult text by using particular comprehension strategies
 * Tips:
 * Anticipate difficulties students may encounter in a particular text
 * Ask how you'd address that difficulty
 * Decide what comprehension strategies you want students to use
 * Design steps that will guide students through the processes you used to understand the piece
 * Example:
 * Recall background knowledge that may be relevant
 * Read passage
 * As you read, jot down at least 3 questions
 * Write a response about a paragraph long after reading
 * Look back at questions and choose 3 best
 * Decide where you can find the answers ||
 * Mindy || The Importance of Modeling and What Works || * Share real life reasons for reading and why it is important to set a purpose
 * Watch how you make sense of what you're reading. Keep note of how you go about finding meaning in reading.
 * Join a book club so you can talk to others about what you're reading
 * Try marking text or using a double-entry diary to help you hold on to your thinking
 * Model thinking process
 * Share everything from confusing text to how you repair meaning to text that emotionally moves you
 * Let students see all the different ways a reader can bring meaning to a text ||