The Important Things - CEHD | UMN€¦ · The Important Things: Creating Classrooms Where Thinking is Valued Nicki Clausen-Grace [email protected]

The Important Things: Creating

Classrooms Where Thinking is

Valued Nicki Clausen-Grace

[email protected]

Promoting Thinking • Open ended

discussions

• Nurturing creativity

• Time

What Practices Discourage Teachers from Thinking?

u Too many standards

u Prescribed/Scripted Curriculum

u Over-testing

u Lack of time for reflecting

What Practices Encourage Teachers to Think?

•  Open ended discussions

•  Nurturing creativity

•  Time

Guiding Questions

u How can I help all my students move forward purposefully as readers and writers?

u Can all students metacognate (at the time 3rd graders)?

u Does metacognition really improve comprehension?

Comprehension BEST PRACTICES

u Modeling/Demonstration of Strategies Before, During, and After Reading

u  Scaffolding Application

u Guided Practice in Application

u Opportunities for Independent Use

u Explicit, Intensive, Persistent (over time)

u Wide Reading (using a variety of genre)

Three Factors Affecting Comprehension

u Factors within the Reader- schema, interest, & attitude.

u Factors within the Environment- home, community, & school.

u Factors within the Text- text structure and organization, text features (including electronic), writing style- readability, technical vocabulary.

Metacognitive Strategies

Stage 1: Think Aloud

Interactive Read-Aloud

Shared Reading

Stage 2: Refining Strategy Use Small Group Whole Group

Stage 3: Letting Strategy Use Gel

Content Area Studies Literature Circles

R5

Independent Reading

Stage 4: Self-Assessment and Goal-

Setting Literature Circles

R5 Independent Reading

The Metacognitive

Teaching Framework

Our Solution….

Habits Are Powerful

u  Assess students’ metacognitive knowledge, motivation, level of engagement and comprehension.

u  Establish a safe, cooperative environment. u  Set up classroom structures. u  Establish a common language

u  Introduce metacognitive strategies (5 + clarifying). u  Review genre. u  Text structure. u  Teach text features.

Laying the Foundation

Cultivating conversations: Conversation starters

u  1. What is your favorite Dr. Seuss book? 2. If you could live in the setting of any book, where would it be? 3. What is your favorite school supply? 4. What is your favorite meal? 5. Where do you go for advice? 6. What do you use most often, the library or the Internet? 7. What is your favorite sport? 8. What is your favorite game? 9. What was your favorite year in school? Why? 10. If you could only have one book (gasp!), what would it be? 11. What is your biggest pet peeve at school? 12. What is one thing you’re looking forward to this year? 13. What was your favorite book that you read this summer? Why? 14. What do you want to be when you grow up? 15. If you could change your name, what would you change it to?

Directions:

1. Read the article and make notes for discussion.

2. When the time is up, have a meaningful discussion about your thoughts on what you read.

3. Assess the quality of your discussion based on the Meaningful Discussion Scale.

Interest Inventory- p. 35; pm HO

Clausen-Grace and Kelley, 2008

Silent Reading Behaviors Checklist- p. 33; pm HO

Metacognitive Strategies Sorts

NON-FICTION TEXT FEATURES SCOPE & SEQUENCE K 1 2 3 4 5 PRINT FEATURES

Titles X X X X X X

Headings X X X X X

Subheadings X X X

Bold Print X X X X X

Italics X X X X

Captions X X X X X X

Pronunciation Guide X X X X X

Bullets X X X X

Side Bars X X X X

GRAPHIC AIDS

Photographs X X X X X X

Drawings X X X X X X

Insets X X X X X X

Cross Sections/ Cutaways X X X X

Diagrams X X X X X

Labeled Diagrams X X X X X

Maps X X X X X

Graphs X X X X X

Time Lines X X X X X

Charts/Tables X X X X

ORGANIZATIONAL AIDS

Table of Contents X X X X X X

Index X X X X X

Glossary X X X X X

Text Feature Wall

Text Feature Work: Insets

SIDEBARS

Previewing and Predicting Using Text Features

u  Show exaple of completed paper here.

Text Feature Walk Structure

u Transitioning readers from doing a Picture Walk (typically with narrative text) to a Text Feature Walk (primarily with expository text).

u Let’s watch the TFW- Think about how this might be helpful to readers and you will have the opportunity to try it out.



Shared Reading




R5

Independent Reading

Stage 4: Self-Assessment and

Goal-Setting Literature Circles


The Metacognitive

Teaching Framework

Problems with questioning…

u  They Don’t Know How to Ask a Question, u  Irrelevant (off topic, unconnected) u  Lack Depth (surface), u  They Know the Answer already, u  Don’t Relate to Main Idea, u  Don’t Help with Comprehension, u  Ask Questions that they don’t want to know the

answer to.

Questioning Unit ch. 7 “If we read without questions we might as well abandon the book.”

(Harvey and Goudvis, 2000)

u  Read through questioning components with an elbow partner.

u  Discuss what you think each component means (think of an example of how the component would be used to ask questions).


u Teacher Directed (as he/she shares thinking)

u Direct instruction (a specific learning goal is identified)

u Modeling (teacher demonstrates thinking while reading text)

u Explanation (teacher tells)

Elements of an Effective Think Aloud

u Teacher prepares in advance.

u Teacher selects an appropriate text.

u Teacher selects a manageable amount of text.

u Teacher sets a purpose for students (orients them to task).

u Teacher clarifies misconceptions.

Stage 1 Think-Aloud: Questioning

Identify what questioning component(s) I am using while I think aloud. *Think-Aloud Sticky Notes

I think questioning helps you go deep into the text and like understand it better because you’re asking your questions that you want to know.

Kaitlin (4th Grader)



Shared Reading




R5

Independent Reading




The Metacognitive

Teaching Framework

Stage 2: Refining Strategy Use

Guided Practice in:

u Whole group

u Small group

This is when we conduct lessons related to the component of a strategy in order to assist each reader with strategy application.

Stage 2: Activities for Teaching Questioning Text Feature Walk

Metacognators

Preview, Read, Question

Questioning My Textbook

Expository Text Investigation

Question and Answer Books

Questioning helps me with research because if I can’t find what I’m looking for, I try to ask myself what web site could help me learn about the thing I’m researching.

Andrea (4th Grader)

Metacognitive strategy scale

Stage 1: Think Aloud Interactive

Read-Aloud Shared Reading




R5

Independent Reading




The Metacognitive

Teaching Framework


Collaborative Practice and Independent Application in:

u  Small group (discussion of realia, literature or textbook circles)

u  Individual (structured independent reading: R5)

Questioning helps me with all the strategies including clarifying because when I ask questions, I want to figure it out. And so on.

Andrea (4th Grader)

Best Practices in Independent Reading

u  Access to appealing books

u  Comfortable/conducive environment

u  Encouragement/feedback (guidance in book selection, commenting, goal-setting)

u  Non-accountability/grading

u  Follow-up activities (discussion)

u  Time to read (consistent)

u  Part of reading block (connected to teaching) Pilgreen, 2000; Wiesendanger, Braun, & Perry, 2009


R5

u Read u Relax u Reflect u Respond u Rap

Let’s Watch R5 in Action

Note how R5 is different from SSR (or other independent reading blocks).


p. 88

p. 96

p. 92

R4 At-Home Reading

Stage 1: Think Aloud Interactive

Read-Aloud Shared Reading




R5

Independent Reading




The Metacognitive

Teaching Framework

Stage 4: Self-Assessment and Goal-Setting

Once students have demonstrated application and understanding of the strategy being taught they create a plan for independent application.

Watch DVD

Teacher facilitates students in self-assessment and goal-setting (for

summarizing).

How we Know the MTF Works

u  Seven full years of Pre and Post: DRA 4-8 (engagement, fluency, and comprehension) and FCAT

u Observations u  Student Response Logs u  Student Conference Forms u  Student Surveys u  Interviews of Students u Parent Survey

http://www.symbaloo.com/mix/thinkingandreading

The Important Things - CEHD | UMN€¦ · The Important Things: Creating Classrooms Where Thinking is Valued Nicki Clausen-Grace [email protected]

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