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Earcos reading thinking_2010
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Transcript of Earcos reading thinking_2010
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THINKING THROUGH TEXT
Designing Instruction That Leads to Understanding
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ESSENTIAL QUESTION How can I teach
for understanding?
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LEARNING GOALSBy the end of the two days,
participants will:
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UNDERSTAND ONE THINKING STRATEGY
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UNDERSTAND THE WORKSHOP MODEL
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KNOW INSTRUCTIONAL MOVES
Annotating text Using stickies Building anchor
charts Using
comprehensionconstructors
Thinking aloud Talking/discourse Writing/reflecting
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TRIPLE TRACK AGENDA
Modeling thinking strategiesworkshopco-teaching
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READ ALOUD: CRIS TOVANI Author of I Read It, But I Don’t Get It and
Do I Really Have to Teach Reading? And high school classroom teacher
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PENNY KITTLE
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TRIOS Find two people you haven’t talk to
today Introduce yourselves And then talk to each other about these
questions
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The ninth tergite is a broad, quadrate plate. At the posterior lateral corners of this segment there originates a pair of appendages.
It is interesting that these appendages are well developed in many psychodids although small or absent in most other Nematocera. These structures are termed surstyli, lateral lobes, and inferior appendages.
Since an apparently homologous appendage of the ninth tergite is termed surstyle in the tipuloid genus Bittacomorpha and many lower insects, this terminology is followed here.
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WORKSHOP 1 What does it
mean to read? What does thinking while reading look/sound like? What do you do when you read?
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LAST WORDS
The suicide note was brief.To my friend, my lover, my wife,Don’t blame yourself. None of them did.
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SUICIDE NOTE Better,
despite the worms talking to the mare's hoof in the field; better, despite the season of young girls dropping their blood; better somehow to drop myself quickly into an old room. Better (someone said) not to be born and far better not to be born twice at thirteen where the boardinghouse, each year a bedroom, caught fire.
Dear friend, I will have to sink with hundreds of others on a dumbwaiter into hell. I will be a light thing. I will enter death like someone's lost optical lens. Life is half enlarged. The fish and owls are fierce today. Life tilts backward and forward. Even the wasps cannot find my eyes.
Better, despite the worms talking to the mare's hoof in the field; better, despite the season of young girls dropping their blood; better somehow to drop myself quickly into an old room. Better (someone said) not to be born and far better not to be born twice at thirteen where the boardinghouse, each year a bedroom, caught fire.
Dear friend, I will have to sink with hundreds of others on a dumbwaiter into hell. I will be a light thing. I will enter death like someone's lost optical lens. Life is half enlarged. The fish and owls are fierce today. Life tilts backward and forward. Even the wasps cannot find my eyes.
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Annotate the text….Leave tracks of your thinking
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INVITATION Read “Conversation Piece” While reading, annotate the text Show the tracks of your thinking
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WHAT DID YOU DO TO MAKE SENSE OF THIS TEXT?
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LEARNING FROM BEING METACOGNITION
What does it mean to read? What does thinking while reading look/sound like?
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BREAK TIME
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WORKSHOP 2 What are the thinking strategies that
proficient readers use?
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BUT WHAT IS A STRATEGY? “Intentional plans that enable readers to
construct meaning.” -- Cris Tovani
Mental moves that readers use to understand what they are reading
Before During After
Instructional moves--Smoky Daniels
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STRATEGIES OF PROFICIENT READERS
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….ASK QUESTIONS
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…DRAW INFERENCES
Aha!!!
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…DRAW ON SCHEMA
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The questions that p face as they raise
c from i to adult life are
not easy to a . Both f and
m can become concerned when health
problems such as c arise any time after
the e state to later life. Experts
recommend that young c should have
plenty of s and nutritious food for healthy
growth. B and g should not share
the same b or even sleep in the same
r . They may be afraid of the d .
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The questions that p face as they raise
c from i to adult life are
not easy to a . Both f and
m can become concerned when health
problems such as c arise any time after
the e state to later life. Experts
recommend that young c should have
plenty of s and nutritious food for healthy
growth. B and g should not share
the same b or even sleep in the same
r . They may be afraid of the d .
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The questions that poultry men face as they raise chickens from incubation to adult life are not easy to answer. Both farmers and merchants can become concerned when health problems such as coccidiosis arise any time after the egg state to later life. Experts recommend that young chicks should have plenty of sunshine and nutritious food for healthy growth. Banties and geese should not share the same barnyard or even sleep in the same roost. They may be afraid of the dark.
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The questions that poultry men face as they raise chickens from incubation to adult life are not easy to answer. Both farmers and merchants can become concerned when health problems such as coccidiosis arise any time after the egg state to later life. Experts recommend that young chicks should have plenty of sunshine and nutritious food for healthy growth. Banties and geese should not share the same barnyard or even sleep in the same roost. They may be afraid of the dark.
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The questions that poultry men face as they raise chickens from incubation to adult life are not easy to answer. Both farmers and merchants can become concerned when health problems such as coccidiosis arise any time after the egg state to later life. Experts recommend that young chicks should have plenty of sunshine and nutritious food for healthy growth. Banties and geese should not share the same barnyard or even sleep in the same roost. They may be afraid of the dark.
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…DETERMINE IMPORTANCE IN TEXT
I found it!
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…Monitor for understanding
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…VISUALIZE
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AND SYNTHESIZE
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LABEL OUR STRATEGIES Questions Visualizing Synthesizing Background knowledge Monitoring Inferring Determining importance
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PICK ONE THINKING STRATEGY TO STUDY•Inquiry study group
•Our model: asking questions
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REFLECTIVE WRITING
•What’s your experience with strategy?•Why did you choose it?•What do you know about strategy?•What do you wonder about it?
Size: 405 × 627
Type: 8KB GIF
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KWLR KNOW WONDER LEARN RESEARCH
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WORKSHOP STRUCTUREPlus catch and release
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WORKSHOP #3: COMING TO UNDERSTAND TSSelect one of the following to read: “The Right to Think: Giving Adolescents
the Skills to Make Sense of the World” “Metacognition: How Thinking about
their Thinking Empowers Students” Chapter 2, “I Read It, But I Don’t Get It.”
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DISCUSSION LINGERING
QUESTION? EXPLORE THE
QUESTION 5 MINS/PERSON
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DEBRIEF How did asking
questions help you understand the text?
ANCHOR CHART
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LUNCH
Click icon to add picture
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WORKSHOP #4
Guiding question Intention
How do I teach the strategies in a workshop setting?
How does this lead to understanding?
Double Track Content in articles Processes for
thinking
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SELECT ONE TO READ Chapter 7, I
Read it, But I Don’t Get it
Chapter 4, Middle School Readers
OR Chapter 3,
Subjects Matter
Your task is to capture your thinking so you can talk about later:Sticky note
questions that provoke
Sticky note your use of the focus strategy
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STRATEGY DISCUSSIONS Move to strategy
inquiry groups Study the
provocative questions
Study your thinking about your strategy
What did you learn?
Sentence strips
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REFLECTING What did you
learn about yourself as a reader today?
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HOMEWORK Read something that you want to read
tonightFocus on your strategyBe prepared to talk about your reading
process Bring some kind of text you might ask
your students to read
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