Reading is Thinking Kim Lancaster August 14, 2015 MetacognitionText + Thinking = Real Reading

Common language and vocabulary beginning in Kindergarten and across all subjects/classes is key!

All Roads Lead to Meaning Explicit instruction of comprehension strategies best supports readers in their understanding Makes abstract thinking visible and concrete Teach THINKING strategies first for a more seamless transition to reading Experiences help students to anchor their thinking

Gradual Release of Responsibility-GRR Supports students within their zone of proximal development as they learn Four phases: –I : Modeling by the teacher first –We : Interaction with the teacher for shared learning –With You : Support from the teacher as students try strategy on their own –By You : Students apply strategy independently

Making Connections Using schema to retrieve and actívate prior knowledge Schema-short way of saying background knowledge Circles of connections: –Text to Self –Text to Text –Text to World Anchor chart

Activities Use the schema roller (lint roller) Wear construction hat to help build connections Link connections using 3 different colors of linking shapes to represent 3 kinds of connections Connect and Reflect Comprehension Toolkit lesson

Predicting Use connections to help think about what will happen Always require predictions to include the word because in order to avoid random guessing Used before, during and after reading (predict, confirm*, negate*, evaluate*) *Following up with these is essential!

Activities Paula the Predictor uses clues from the text, the illustrations, and child’s experiences to make predictions (use snow globe and beads) Use/post thinking stems: –I predict…..because –I think … will happen because…. –I think I will learn….

Inferring Meaning Involves drawing conclusions or interpreting information that is not explicitly stated in text Requires readers to ‘dig for clues’ and find text evidence for support Background Knowledge + Text Clues=Inference (BK + TC = I) or Schema + Evidence Clues can be words, pictures, headings, or titles

Trash lesson from McGregor book Thinking stems on anchor chart Use for fiction and nonfiction texts Model using context to help infer meaning of unfamiliar words Use magnifying glasses or evidence finder to show their clues Remember to use pictures and illustrations for visual clues: “Mad boy” Activities

Questioning Develop questions relevant to the text to guide thinking before, during, and after reading Should lead to deeper understanding as opposed to IRE (Interrogate, Response, Evaluation) Teach students to ASK and ANSWER questions The best questions spark further research and inquiry

Activities Ripple Effect questions Question-Answer relationships (QAR) Record, react, and reflect Think Clouds Survey, Question, Read, Recite, Review (SQ3R) I wonder…. “W” question dice roll

Monitor and Clarify Keep track of understanding during reading and use fix-up strategies May reread, skip, or read on Clarify words by breaking them into parts Use context clues and self-monitor

Activities Clara or Claude the Clarifier uses glasses to help clarify words or sentences, rereads or reads on, and uses text features and illustrations Use sticky notes to keep track of difficult words or passages

Determining Importance Identify key ideas from the text Distinguish between what’s important and what’s interesting Depends on our purpose for reading Helps students identify main idea, and look for text features and signal cues to distinguish importance

Activities Use strainer and spaghetti as concrete lesson Turn off lights and use a flashlight to shine on important information on a chart Use pictures or travel brochures for students to be tour guides Comprehension Toolkit lessons

Visualizing Constructs meaning by creating visual images and by using the five senses Helps students engage with the text which aids in comprehension Uses sensory language and descriptive details Equips readers to draw conclusions and remember details Helps make reading an active process

Activities Use visualizing tubes to observe and focus Five senses cards-have students hold up their card if they used that sense to experience what was read Read aloud without showing pictures and have students draw and share their illustrations

Summarizing Identify and organize important information and express it in their words Use key elements of important ideas, events, structural clues while filtering out less significant details A summary is a retelling of the text, reducing the passage to essential facts

Activities Somebody-Wanted-But-So (Then) First-Next-Then-Finally Use items like hula hoops (BME), baseball mats, Story Glove, Summary ball Sammy the Summarizer-cowboy hat and rope lasso

Synthesizing Moves readers to see the big picture as they read Integrates new information with their existing knowledge for a more complete understanding of the text Allows students to form opinions, and make judgements that promote higher order thinking

Activities Concrete experience-Nesting dolls Comprehension Toolkit lessons Sal the Synthesizer: –I now think….because… –My ‘ah-ha’ is….because…

Resources Comprehension Connections by Tanny McGregor Interactive Think-Aloud Lessons by Lori Oczkus The Comprehension Toolkit by Stephanie Harvey and Anne Goudvis Toolkit Texts by Stephanie Harvey and Anne Goudvis Creating Strategic Readers by Valerie Ellery Use Facebook, Twitter and Pinterest for ideas and current research

Web-based Resources