Earcos reading thinking_2010

Designing Instruction That Leads to
Understanding

 How can I teach
for understanding?

By the end of the two days, participants will:

 Annotating text
 Using stickies
 Building anchor
charts
 Using
comprehension
constructors
 Thinking aloud
 Talking/discourse
 Writing/reflecting

Modeling
 thinking strategies
 workshop
 co-teaching

 Author of I Read It, But I Don’t Get It and Do
I Really Have to Teach Reading?
 And high school classroom teacher

 Find two people you haven’t talk to today
 Introduce yourselves
 And then talk to each other about these
questions

The ninth tergite is a broad, quadrate plate. At the posterior
lateral corners of this segment there originates a pair of
appendages.
It is interesting that these appendages are well developed in many
psychodids although small or absent in most other Nematocera.
These structures are termed surstyli, lateral lobes, and inferior
appendages.
Since an apparently homologous appendage of the ninth tergite is
termed surstyle in the tipuloid genus Bittacomorpha and many
lower insects, this terminology is followed here.

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

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

 Better,
despite the worms talking to
the mare's hoof in the field;
better,
despite the season of young girls
dropping their blood;
better somehow
to drop myself quickly
into an old room.
Better (someone said)
not to be born
and far better
not to be born twice
at thirteen
where the boardinghouse,
each year a bedroom,
caught fire.
Dear friend,
I will have to sink with hundreds of others
on a dumbwaiter into hell.
I will be a light thing.
I will enter death
like someone's lost optical lens.
Life is half enlarged.
The fish and owls are fierce today.
Life tilts backward and forward.
Even the wasps cannot find my eyes.
 Better,
despite the worms talking to
the mare's hoof in the field;
better,
despite the season of young girls
dropping their blood;
better somehow
to drop myself quickly
into an old room.
Better (someone said)
not to be born
and far better
not to be born twice
at thirteen
where the boardinghouse,
each year a bedroom,
caught fire.
Dear friend,
I will have to sink with hundreds of others
on a dumbwaiter into hell.
I will be a light thing.
I will enter death
like someone's lost optical lens.
Life is half enlarged.
The fish and owls are fierce today.
Life tilts backward and forward.
Even the wasps cannot find my eyes.

 Read “Conversation Piece”
 While reading, annotate the text
 Show the tracks of your thinking

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

 What are the thinking strategies that
proficient readers use?

 “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

The questions that p face as they raise
c from i to adult life are
not easy to a . Both f and
m can become concerned when health
problems such as c arise any time after
the e state to later life. Experts
recommend that young c should have
plenty of s and nutritious food for healthy
growth. B and g should not share
the same b or even sleep in the same
r . They may be afraid of the d .

The questions that poultry men face as they
raise chickens from incubation to adult life are
not easy to answer. Both farmers and
merchants can become concerned when health
problems such as coccidiosis arise any time
after the egg state to later life. Experts
recommend that young chicks should have plenty
of sunshine and nutritious food for healthy
growth. Banties and geese should not share the
same barnyard or even sleep in the same roost.
They may be afraid of the dark.

 Questions
 Visualizing
 Synthesizing
 Background knowledge
 Monitoring
 Inferring
 Determining importance

•Inquiry study
group
•Our model: asking
questions

•What’s your
experience with
strategy?
•Why did you choose
it?
•What do you know
about strategy?
•What do you
wonder about it?
Size: 405 × 627
Type: 8KB GIF

 KNOW
 WONDER
 LEARN
 RESEARCH

Select one of the following to read:
 “The Right to Think: Giving Adolescents the
Skills to Make Sense of the World”
 “Metacognition: How Thinking about their
Thinking Empowers Students”
 Chapter 2, “I Read It, But I Don’t Get It.”

 LINGERING
QUESTION?
 EXPLORE THE
QUESTION
 5 MINS/PERSON

 How did asking
questions help you
understand the
text?

Guiding question Intention
How do I teach the
strategies in a
workshop setting?
How does this lead to
understanding?
Double Track
 Content in articles
 Processes for thinking

 Chapter 7, I Read
it, But I Don’t Get
it
 Chapter 4, Middle
School Readers
OR
 Chapter 3,
Subjects Matter
 Your task is to
capture your
thinking so you can
talk about later:
 Sticky note
questions that
provoke
 Sticky note your use
of the focus
strategy

 Move to strategy
inquiry groups
 Study the
provocative
questions
 Study your
thinking about
your strategy
What did you learn?
 Sentence strips

 What did you learn
about yourself as a
reader today?

 Read something that you want to read
tonight
 Focus on your strategy
 Be prepared to talk about your reading process
 Bring some kind of text you might ask your
students to read

Earcos reading thinking_2010

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