© 2002 Taffy E. Raphael, University of Illinois at Chicago A Look at Book Club and Discussion...
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Transcript of © 2002 Taffy E. Raphael, University of Illinois at Chicago A Look at Book Club and Discussion...
© 2002 Taffy E. Raphael, © 2002 Taffy E. Raphael, University of Illinois at ChicagoUniversity of Illinois at Chicago
A Look at Book Club and A Look at Book Club and Discussion ComponentsDiscussion Components
1. Opening: Teacher Modeling1. Opening: Teacher Modeling
Teacher modeling and Teacher modeling and thinking aloud about thinking aloud about core strategiescore strategies
Introduce new Introduce new strategystrategy
Present examples Present examples and nonexamplesand nonexamples
What can you model? (more about this later)
How to Read How to Read and comprehendand comprehend
How to Write a How to Write a responseresponse
How to DiscussHow to Discuss
Model metal processes, strategies & Language
Strategies Ss can use Establish purpose Connect to experience Activate background
knowledge Make and check predictions Find the story parts Summarize & paraphrase Verbalize confusion & use
fix-up strategies
Language students can useLanguage students can use What is my purpose? What What is my purpose? What
am I supposed to do…?am I supposed to do…? Something like this happened Something like this happened
to me … so I know that ____to me … so I know that ____ I predict that the next part willI predict that the next part will I found the setting ...I found the setting ... My summary is …. My summary is ….
I’m confused about ….I’m confused about ….
Strategies listed on cuecard Put language (prompt) on cuecard by strategy
3. (Collaborative) or Individual Reading
Students use the strategy cuecard, thinksheet(s), or post-it notes
They read and apply the strategy
They can read with a partner. They stop at end of (paragraph/ page) to report thoughts, comprehension & strategy to partner or class
4. Writing: Interpretive response & Application of Strategies in a log
Students use the strategy(ies) Students use the strategy(ies) to respond or interpret the textto respond or interpret the text
Students use the cue- card Students use the cue- card and think-sheet to prompt and think-sheet to prompt them as to how to respondthem as to how to respond
Students write in the logStudents write in the log Students use their the log to Students use their the log to
discuss the book with discuss the book with peers/teacherpeers/teacher
Cycle of read – write Cycle of read – write interpretation or extended interpretation or extended responseresponse
5. Book Club: Students Discuss Strategies, Responses, & Interpretations
Students talk about Students talk about the book using the the book using the strategy cuecard and strategy cuecard and think-sheetthink-sheet
Students evaluate Students evaluate their discussion their discussion performance performance
6. Closing: Community Share Teacher reviews Teacher reviews
performance of pairs and performance of pairs and groups (reading, writing, groups (reading, writing, discussing)discussing)
Teacher reviews strategy useTeacher reviews strategy use Teacher selects examples to Teacher selects examples to
share with classshare with class Students discuss their Students discuss their
thinking and strategythinking and strategy Final rehearsal – strategy Final rehearsal – strategy
stepssteps
Provide Reading Log for Book: Written Response & Discussion
What’s do you put in the Folder – Reading Log?1.Think-sheet: What can I do in my reading log?2.Cuecard with strategies that have been taught or will be taught3.Think-sheets that students can use to record what they have learned and their thoughts4.Discussion rules and guidelines5.Roles and responsibilities
Response Log