DESIGNING INSTRUCTION THAT LEADS TO UNDERSTANDING

Thinking through text

Essential Question

How can I teach for understanding?

Learning goals

By the end of the two days, participants will:

Understand the thinking strategies

Understand the “Before, During, After” framework

Know instructional moves

Annotating textBuilding anchor

chartsUsing graphic

organizersTalking/discourseWriting/reflecting

Triple Track Agenda

Modeling thinking

strategies workshop co-teaching

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

Penny Kittle

Trios

Find two people Introduce yourselvesExplore ideas

THE MONTILLATION OF TRAXOLINE

It is very important that you learn about traxoline. Traxoline is a new form of zionter. It is montilled in Ceristanna. The Ceristannians gristeriate large amounts of fevon and then bracter it to quasel traxoline. Traxoline may well be one of our must lukized snezlaus in the future because of our zionter lescelidge.

A comprehension quiz….

It is very important that you learn about traxoline. Traxoline is a new form of zionter. It is montilled in Ceristanna. The Ceristannians gristeriate large amounts of fevon and then bracter it to quasel traxoline. Traxoline may well be one of our must lukized snezlaus in the future because of our zionter lescelidge.

What is a traxoline? Where is traxoline

montilled?

How is traxoline quaselled?

Why is it important to know about traxoline?

The answers….

What is a traxoline? Taxoline is a new form of zionter.

Where is traxoline montilled? Traxoline is montilled in Ceristanna.

How is traxoline quaselled? Traxolie is quaselled when the Ceristannians gristeriate lareg amountsof fevon andthenbracter it.

Why is it important to know about traxoline? It is important to know about traxoline because it is one of our most lukized snezlaus in the future because of our zionter lescelidge.

Five components of reading

Phonemic awarenessPhonicsVocabularyFluencyComprehension

Metacognition

Reading

What does it mean to read? What does thinking while reading look/sound like? What do you do when you read?

Last Words

The suicide note was brief.To my friend, my lover, my wife,Don’t blame yourself. None of them did.

Annotate the text….Leave tracks of your thinking

Invitation

Read “Conversation Piece” While reading, annotate the textShow the tracks of your thinking

What did you do to make sense of this text?

Learning from being metacognition

What does it mean to read? What does thinking while reading look/sound like?

Break time

What are the thinking strategies that proficient readers use?

But, first, 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

Strategies of proficient readers

Monitor for understanding

Ask questions

Activate, Utilize, Build Background Knowledge

Draw inferences

Aha!

Determine Importance

Create sensory images…Visualize

and synthesize

Label our strategies

QuestionsVisualizingSynthesizingBackground knowledgeMonitoringInferringDetermining importance

Before, During, After

Before: getting students ready to readDuring: having students hold their thinking

while readingAfter: extending or deepening their thinking

Workshop #1:

Focus reading strategies: Activating background knowledge Making connections

Demonstration lessonApplication

Activating background knowledge

Read and annotate text 2 in the packet.

Background knowlege

Background Knowledge + Making Connections

Making connections

Text-to-self

Text-to-text

Text-to-world

Demonstration lesson

If the eyes are the window to our souls, what do her eyes tell us?

During

Using the graphic organizer to hold your thinking.

After

With two colleagues Share your charting of your thinking Answer the guiding question, using your notes, the

poem, and the photo: If the eyes are the window to our souls, what do her eyes

tell us?

Application

Here’s what we modeled: An interesting text A purpose for reading

it Before (activating BK) During (graphic

organizer) After (in trios answer

the essential question)

How might you apply this strategy? What text? What purpose? Before? During? After?

Resources on the wiki: Day 1: Activating Schema and Making Connections

DEBRIEF

ANCHOR CHART

Workshop 2

Focus strategies: Determining importance Asking questions

Text: Non-fiction

Before Word Splash

During Highlight and annotate

After Save the Last Word for

Me

Focus thinking strategies: Determining Importance/Asking questions

Determining importance Id key ideas Distinguish among

important, interesting, and unimportant details

Consider what’s important given the purpose

Asking questions

Asking questions Before reading to set

purpose During reading to

maintain interest A variety of questions

Literal Inferential Applied

Demonstration Lesson

Before reading: Word splash Generate a question or two

During reading Highlight the text when you find possible answers to

your questions If more questions pop up, list them.

After reading: Save the Last Word for Me

Word Splash

DURING READING

•Highlight the text when you find possible answers to your questions.

• If more questions pop up, list them.

AFTER READING

SAVE THE LAST WORD FOR ME Select a significant quote Read it but do not

explain it The rest of the group

discusses your quote (about 3 minutes)

You get the last word: why did you select it? What are you thinking now?

Move on to the next person.

Application

How can you teach students to determine importance? Use questions in an active manner?

Before/during/after frameworkCheck out the wiki: Workshop – Determining

Importance and Asking Questions

KWL

KNOWWONDERLEARN

Investigate the wiki

Check out the wikiPost on the wiki:

Choose one of the strategies and explain how it supported your thinking.

How will that strategy support your students as thinkers?

Homework: Bring a text that you will be teaching.

reflecting

Homework

Bring some kind of text you might ask your students to read

Workshop #3

Focus strategies: Visualizing Inferring

Text: Poem

BeforeDuringAfter

Visualizing or Using Sensory Images

Drawing inferences

Question/Text

+

Background Knowledge

Inferences

Think Aloud

I’m playing warWith six of my friends,Using sticks for guns Arguing over who’s deadWho’s only woundedWho can die the best When the door opensAnd Grandpa walks outWearing no shirt. We see the scarOn his back. He got itIn a real war. Nobody says anythingBut after he passes byWe start a different game.

The Scar

by Ralph Fletcher

During Reading

Pair up: With a partner read “The Custodian” Decide who is Person A and who is Person B Person A think aloud, Person B records visualizations

and inferences

After reading

Join another pairDiscuss your visualizations/inferencesOn the wiki, reflect on what you learned

Checking out the wiki

What’s a question about reading that you would like answered?

Search the wiki to find an answer to the question.

Jot down insights and resources.Be prepared to share.

Your turn