1 Recognize that reading is a meaning-making process that requires active participation from the reader
2 Use a variety of comprehension strategies to make meaning
-
- predicting
-
- clarifying
-
- connecting to prior experience
-
- summarizing
-
- visualizing
-
- comparing and contrasting
-
- inferencing
-
- questioning the text
-
- recognizing the author's purpose
-
- seeing causal relationships
1 Make a range of inferences about the text
2 Use their prior knowledge to inform their inferences, to relate ideas in the text to their world, and to place what they are reading within a relevant context of their lives
3 They monitor their understanding of the text, and when reading gets difficult they use strategies to correct the problem
4 Question the author's purpose and point of view
5 Are aware of text features: headings, boldfaced terms, italicized terms, charts, graphs, indexes - and use these to aid in comprehension
6 Evaluate their engagement and enjoyment with a text
7 Know the meaning of many words and know how to use context clues to figure out the ones which they don't
8 Recognize words automatically, read fluently, and vary reading rate to match purpose and difficulty.
Source: When Kids Can't Read: What Teachers Can Do by Kylene Beers
Rules for Say Something
1. With your partner, decide who will say something first. That person will read aloud and then stop and say something.
2. When you say something, do one or more of the following:
-
1 Make a prediction
-
2 Ask a question
-
3 Clarify something you had misunderstood
-
4 Make a comment
-
5 Make a connection
3. If you can't do one of those five things, then you need to reread.
4. Your partner then responds to what you said [
really
responds - more than "me too" or "I agree"] - this may be the hardest part so be thoughtful and push yourself to do it.
Suggested Olson/Probst Prompts for Affirming/Adjusting Thinking
Affirming:
I know I'm on the right track because. . .
I still believe that . . . because. . .
. . . has made me realize that. . .
So and so affirmed my thinking when s/he said. . . because. . .
ESL Strategy:
scaffolding.
Give students additional prompts:
__________pointed out that. . .. . .. . .. . .. . ..
__________mentioned that . . .. . .. . .. . ..
__________reminded me that. . .. . .. . ...
__________indicated that. . .. . .. . .
__________concluded that. . .. . .. . ...
__________emphasized that. . .. . .. . .
Adjust:
At first I thought . . . but now I think. . .
My
latest
thought about this is. . .
I'm getting a different picture here because. . .
So and so has changed my mind when s/he said. . . because. . .
. . . has made me realize that. . .
ESL Strategy:
scaffolding.
Give students additional prompts:
I don't entirely agree with _________ that. . .. . .. . .. . ..
My opinion is different than _______'s because. . .. . .. . .. . .. . .. . ...
My idea is slightly different than ________'s because. . .. . .. . .. . ..
Our group sees it differently than_________________.
We had a different approach than _________________.
Journal Response Prompts 12-16
Secchiaroli
Spend at least 15 - 30 minutes thinking and typing each prompt, 1 hour total minimum, responding to each prompt.
12. Tell them about a time that you felt invisible. Describe the experience, what made you feel that way, and your emotional reaction. Use details so we can feel the same experience or at least empathize with you.
13. Tell them about a time that you felt most proud of yourself. Describe what made you feel that way. Again use details to show exactly what it was you did and
how
that experience made you feel proud. Don't assume we'll just know.
14. Explain to them the role you play in your family (example: baby, caretaker, interpreter, mediator, instigator). How do you play this role? What do you do? Why do you assume that role? Would you change it if you could? Be clear and comprehensive.
15. Tell them about a time when you let someone down. What did/didn't you do? How did you and the other person feel? What did this experience teach you?
16. Explain to them what does victimhood sounds like? To one's self? To others?
17. What does empowerment sound like? To one's self? To others?
Reflection on Your First Issue Paper and on Someone Else's Issue Paper
Purpose: Doing these two evaluations will help you reflect upon, and think more deeply about, the papers you are going to hear/read, as well as about the one you are going to read/show them.
Time:
Spend about 45 minutes on each reflection.
Due Dates:
A clean copy of the Reflection on
your own
paper will be due a day or two after you read/showed them yours.
A clean copy of the Reflection on one of
their
papers will be due on or before (we'll figure this out together, in class, in a few days.)
Suggestion:
Get a copy of the
text
of the paper you think you are probably going to write about for your Reflection on someone else's.
Reflection on the piece you read/showed to them:
1. Spending time with has gotten me wondering about the whole
(name of writer)
issue of .
(state the issue or problem, what would you call it
now
?)
-
1. This is
how
that writer got me wondering about that issue.
-
-
2. These are some of the things I began considering or questioning.
-
-
3. Even though some members of my audience might not agree with me, this is why I personally believe it's
important
for me, as
well
, as for them to be asking ourselves those particular questions (or thinking about those particular things).
-
-
4. This is why I believe it's important for me, as
well
as for them, to start coming up with our
own
answers to those questions or issues (right now, especially at this particular time in our lives).
(page 2) Reflection on Someone
Else
's First Issue Paper
Choose the one classmate whose paper had the strongest
effect
on you, and show us exactly what that effect was.
Here's how:
Talk about the particular issue (or problem) from which his/her paper kick-started
your
thinking about the issue. What, in your own walk-around-ordinary life, has s/he gotten you to stop and think
twice
about, to start asking yourself some
questions
about, to see a bit differently from the way you were looking at
before
. (Show us what you mean
exactly
, the kinds of things you are
referring
to, like for example.)
Explain why
you
believe that might actually
be
an important thing for you, personally to be taking a
second
look at and asking yourself some
questions
about - especially now, at this 14-15-16 year-old time in your life.
Suggested strategy - start by discovering your own answers to the questions they asked you to think about.
