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Close Readings, Metacognitive Conversations, and Marking Up The Text EDC448 Dr. Julie Coiro.

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Presentation on theme: "Close Readings, Metacognitive Conversations, and Marking Up The Text EDC448 Dr. Julie Coiro."— Presentation transcript:

1 Close Readings, Metacognitive Conversations, and Marking Up The Text EDC448 Dr. Julie Coiro

2 Today’s Objectives Increase awareness of think-aloud procedures and levels of metacognitive strategy use View activities/lessons that makes thinking visible and link to M&MDAAVISS strategies Work in small groups to share text locations likely to challenge your students and consider think-alouds to make visible your own problem solving strategies Prepare for Thursday’s think-aloud lesson (Stand up and Teach!)

3 What is metacognition? Cognition: Thinking Metacognition: Thinking about thinking In a reading context: Thinking about the goals, tasks, and strategies that will help you comprehend more deeply as you read Cognitive apprenticeship: Making these thoughts visible

4 Levels of Metacognitive Awareness (Perkins, 1992) Tacit readers: lack awareness of their thinking Aware readers: know when meaning breaks down but no strategies to repair meaning Strategic readers: know when meaning breaks down and uses strategies to fix meaning Reflective readers: reflect on reading and intentionally apply strategies not only when meaning is lost but also to deepen understanding So, how do we foster strategic, reflective readers?

5 Process Think-Alouds Lapp, Fisher, and Grant (2008) 1. Choose a short section of text and decide on a few strategies to highlight. 2. State your purposes. 3. Read text aloud and think-aloud (point out the mental moves you make; reveal your “inner voice”) about unfamiliar language, concepts, and text structures. ** “deliberately planned to provide commentary and conversational support for comprehension, word study, and engagement by noting where students might need explanation, elaboration, or connection” (p. 90) ** draw students into the conversation and capitalize on places they naturally experienced anticipation” (p. 94) > links to increases in comprehension & motivation 4. Ask students to try it out with the next section, working in teams. Reinforce with follow-up lessons (gradual release: I do, you watch/help; we do together; you do, I watch/help).

6 Holding Thinking to Remember and Use (Tovani, Ch. 6) Students often don’t know what to do – and need more modeling and explanation Capturing thinking/reactions while reading provides something to revisit and reconsider Thinking on paper = alternative assessment and rehearsal for writing response Gradually release responsibility (move from pictures to text from one lesson to the next) It’s ok to show evidence of getting stuck > this paves the way for figuring out how to get unstuck!

7 Model the use of tools for reading actively and holding thinking: –Text codes, sticky notes, highlighters, double-entry journals, digital voice recorders and podcast feedback from teachers! –Asking questions is a signal that you are constructing meaning! (the more you know, the more questions you have !) Holding Thinking to Remember and Use (Tovani, Ch. 6)

8 Model the use of tools for using thinking: –Whole group thinking, graphic organizers, quad- entry journals, –** Comprehension constructors (think-sheets); a concrete way of taking students through an abstract process - the simpler, the better –After introducing/modeling/trying options, let students choose (compile sticky-notes; individual double-entry journals with feedback leads to constructive group thinking on double-entry journals) Holding Thinking to Remember and Use (Tovani, Ch. 6)

9 Comprehension Constructors

10 What questions do you have? Asking questions is a sign you are engaged & constructing meaning.

11 Formative Measures of Evidence-Based Thinking (pair with CCSS Tests!! Inferring Analyzing Summarizing Synthesizing

12 Individual Accountability in Group Level Work Making Connections Asking questions Monitoring/Clarifying Confusion Using evidence from the text

13 Gr History Lesson What do you notice? Lesson Objective: Connect the Declaration of Independence to the American identity Why is the break up letter an effective way to engage students? What strategies do Ms. Katznelson and Mr. David use to support students in constructing their own knowledge? What evidence of “thinking aloud” do you observe? Is it effective? How are the four themes developed throughout the lesson?

14 Let’s Watch a Think-Aloud in Action (English Teacher, Fisher video) Part 1: How does the teacher engage her students at the beginning of her lesson? Is this technique effective? Explain… Part 2: Notice/Name some of the strategies the teacher uses to think-aloud with her students. Part 3: How does the fishbowl technique support her gradual release of responsibility to students?

15 Workshop Groups Work in groups of three to: –1. Share text locations likely to challenge your students while working toward lesson objective. –2. Model your draft of how to make visible your own thinking at these challenging spots. –3. Get feedback and ideas from your classmates. –4. Exchange ideas about a digital think-aloud. –5. Use these reflections to inform your Tackling the Text Think-Aloud Assignment due Thursday.

16 Homework 1. READ Tovani Chapter 3 (Mental Modeling)

17 Metacognitive Strategies

18 Extra Resources

19 Practicing Thinking Aloud About Tackling Challenging Texts EDC448 Dr. Julie Coiro

20 In your mini-lessons… Practice modeling a think-aloud mini- lesson with your “students” (8 min)  You Teach (model and get your students ready for hard parts) 4 minutes  They Notice– 1 helpful idea you noticed your teacher did to support your comprehension of this difficult text) [2 min] – (Oh, I get it! So, you used/modeled ___ M&MDAVIS to help you figure out___)

21 Group Reflections and Quick Write Were you able to cover your content in this “metacognitive literacy lesson”? Did the guide help you teach? How? Teach differently than you might usually? What did you notice when you gave your students a chance to reflect out loud about what they learned? How might you want the modeling / talking to change in your lessons as you move through the year?


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