1. Close Readings, Metacognitive Conversations, and Marking Up The Text
EDC448
Dr. Julie Coiro

2. Today’s Objectives
Increase awareness of think-aloud procedures and levels of metacognitive strategy use
View several think-aloud examples in different contexts and link to M&MDAAVISS strategies
Work in small groups to share text locations likely to challenge your students and consider think-alouds to make visible your own problem solving strategies
Prepare for Thursday’s think-aloud lesson (Stand up and Teach!)

3. What is metacognition? Cognition: Thinking
Metacognition: Thinking about thinking
In a reading context: Thinking about the goals, tasks, and strategies that will help you comprehend more deeply as you read
Cognitive apprenticeship: Making these thoughts visible

4. Levels of Metacognitive Awareness (Perkins, 1992)
Tacit readers: lack awareness of their thinking
Aware readers: know when meaning breaks down but no strategies to repair meaning
Strategic readers: know when meaning breaks down and uses strategies to fix meaning
Reflective readers: reflect on reading and intentionally apply strategies not only when meaning is lost but also to deepen understanding
So, how do we foster strategic, reflective readers?

5. Process Think-Alouds Lapp, Fisher, and Grant (2008)
1. Choose a short section of text and decide on a few strategies to highlight.
2. State your purposes.
3. Read text aloud and think-aloud (point out the mental moves you make; reveal your “inner voice”) about unfamiliar language, concepts, and text structures.
** “deliberately planned to provide commentary and conversational support for comprehension, word study, and engagement by noting where students might need explanation, elaboration, or connection” (p. 90)
** draw students into the conversation and capitalize on places they naturally experienced anticipation” (p. 94) > links to increases in comprehension & motivation
4. Ask students to try it out with the next section, working in teams. Reinforce with follow-up lessons (I do, you watch/help; we do together; you do, I watch/help).

6. Holding Thinking to Remember and Use (Tovani)
Capture thinking/reactions while reading provides something to revisit and reconsider
Thinking on paper = alternative assessment and rehearsal for writing response
Gradually release responsibility (move from pictures to text)
It’s ok to show evidence of getting stuck > this paves the way for figuring out how to get unstuck!

7. Holding Thinking to Remember and Use (Tovani)
Tools for reading actively and holding thinking:
Text codes, sticky notes, highlighters, double-entry journals, digital voice recorders and podcast feedback from teachers!
Asking questions is a signal that you are constructing meaning! (the more you know, the more questions you have!)
Tools for using thinking:
Whole group thinking, graphic organizers, comprehension constructors, and quad-entry journals
After introducing options, let students choose (compile sticky-notes; individual double-entry journals with feedback leads to constructive group thinking on double-entry journals

8. Comprehension Constructors

10. Individual Accountability in Group Level Work

11. Let’s Watch a Think-Aloud in Action (English Teacher, Fisher video)
Part 1: How does the teacher engage her students at the beginning of her lesson? Is this technique effective? Explain…
Part 2: Notice/Name some of the strategies the teacher uses to think-aloud with her students.
Part 3: How does she actively practice and gradually accept responsibility for their understanding.

12. Other Think-Aloud Examples
Thinking About Challenging Aspects of Reading On the Internet (searching/critical evaluation across multiple texts)
Digital Think-Alouds (for online course possibilities) Chemistry Text Models
Educreations (screenshots & real time)
Noteability (pdfs and final product)

13. Workshop Groups Work in groups of three to:
1. Share text locations likely to challenge your students and get feedback from other group members
2. Consider/draft ways to make visible your own problem solving strategies and share with your group for feedback.
3. Use these reflections to inform your Tackling the Text Think-Aloud for Thursday.

14. Homework
1. READ Tovani Chapter 3 (Mental Modeling)

15. Metacognitive Strategies

16. Practicing Thinking Aloud About Tackling Challenging Texts
EDC448
Dr. Julie Coiro

17. In your mini-lessons…
Practice modeling a think-aloud mini-lesson with your “students” (8 min)
You Teach (model and get your students ready for hard parts) 4 minutes
They Notice– 1 helpful idea you noticed your teacher did to support your comprehension of this difficult text) [2 min] – (Oh, I get it! So, you used/modeled ___ M&MDAVIS to help you figure out___)

18. Group Reflections and Quick Write
Were you able to cover your content in this “metacognitive literacy lesson”?
Did the guide help you teach? How? Teach differently than you might usually?
What did you notice when you gave your students a chance to reflect out loud about what they learned?
How might you want the modeling / talking to change in your lessons as you move through the year?