Monday, May 10, 2010
Book Study: Strategies That Work (Part 2)
Do you have the necessary resources for comprehension instruction?
Book Study (Part 1)--Questions We Had
• Is there money for accessible resources (Post-its, books, magazines (consumables))?
• Time to implement strategies… Me – We – You for everything
• Parent Involvement – How will they understand out “language” at home? Answer = newsletters and???
• How do we build prior knowledge in content areas especially when they are deficient compared to peers?
• How do we teach visualizing in order for them to use it effectively?
• How should assess “Post-its”?
• What’s the best way to redirect students when their connections take them off on tangents?
• When students lack the metacognitive ability to “put it all together” in their reading – what do we do to help?
• Are students challenged, engaged…? We think it depends on which group you see and the subjects you teach. Some of the content reading is too challenging, although the interest level may be high.
• Can we get some shorter texts… TFK, newspapers, magazines…
• Can we build up our classroom libraries with picture books?
• Time to implement strategies… Me – We – You for everything
• Parent Involvement – How will they understand out “language” at home? Answer = newsletters and???
• How do we build prior knowledge in content areas especially when they are deficient compared to peers?
• How do we teach visualizing in order for them to use it effectively?
• How should assess “Post-its”?
• What’s the best way to redirect students when their connections take them off on tangents?
• When students lack the metacognitive ability to “put it all together” in their reading – what do we do to help?
• Are students challenged, engaged…? We think it depends on which group you see and the subjects you teach. Some of the content reading is too challenging, although the interest level may be high.
• Can we get some shorter texts… TFK, newspapers, magazines…
• Can we build up our classroom libraries with picture books?
Book Study (Part 1)--What We Learned
*Common language is very important.
*Model EVERYTHING (all strategies/routines) including thinking, process, final products.
*Gradual Release; increase level of responsibility (Me-We-You)!
*In all subject areas, surround students with meaningful text in all genres.
*Make Connections (Text to Self…/Tracks…) Shows understanding.
*Self Monitor, Check for Understanding, Questions? Go back!
*Reinforce the need for think alouds and modeling.
*No particular order when teaching strategies.
*Learned that the word ”parse” means to break down or analyze.
*This is all backed by research.
*Explicitly teaching things is SO important.
*In the content areas, students seem more engaged when we build some common experiences (labs, hands-on activities, etc.)
*Our students seem more engaged when we use real life texts (ie..newspaper, TFK, magazines)
*We need to be more intentional about doing “Think Alouds”.
*Maybe we should be more aware of individual reading styles and not expect all students to use the same strategies at the same time.
*We need to allow more time for students to discuss what they’ve read.
*Use more “authentic” reading situations in the classroom (ie: book clubs).
*Model EVERYTHING (all strategies/routines) including thinking, process, final products.
*Gradual Release; increase level of responsibility (Me-We-You)!
*In all subject areas, surround students with meaningful text in all genres.
*Make Connections (Text to Self…/Tracks…) Shows understanding.
*Self Monitor, Check for Understanding, Questions? Go back!
*Reinforce the need for think alouds and modeling.
*No particular order when teaching strategies.
*Learned that the word ”parse” means to break down or analyze.
*This is all backed by research.
*Explicitly teaching things is SO important.
*In the content areas, students seem more engaged when we build some common experiences (labs, hands-on activities, etc.)
*Our students seem more engaged when we use real life texts (ie..newspaper, TFK, magazines)
*We need to be more intentional about doing “Think Alouds”.
*Maybe we should be more aware of individual reading styles and not expect all students to use the same strategies at the same time.
*We need to allow more time for students to discuss what they’ve read.
*Use more “authentic” reading situations in the classroom (ie: book clubs).
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