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Thinking and discussing at higher levels

Thinking and Discussing

at Higher Levels

in the Literacy Block

Jennifer Jones

Lake Myra Elementary

WCPSS

March 2012




Guided reading

Guided Reading

"The ultimate goal of guided reading is to help children

learn how to use independent reading strategies successfully."

-Fountas and Pinnell


Purpose of reading

Purpose of Reading

Print Reading

Story

Read & & Understand


Comparison of guided reading models

Comparison of Guided Reading Models

What stands out to you?

Read Silently.

Discuss together.

Share out.


Setting the stage

Setting the Stage

for Thinking Deeply & Critically


A young string musician playing twinkle twinkle

…a young string musician playing

“Twinkle Twinkle Little Star” with excellent

posture, bowing, dynamics and so forth

with eventually surpass a student of music

who is focusing on stretching to meet the

short-term demands of getting through a

challenging piece. The student working on

process and simple music develops a feel for

the whole, integrated effort, and this

process becomes automated.” (PMR, p.33)


It is not uncommon for students reading

“It is not uncommon for

students reading

successfully within

“just difficult-enough

texts”(Clay 1993 p. 53)

to make leaps of

multiple levels between

benchmark

assessments.”

-Preventing Misguided Reading p. 39


Strategy 2 describe guided reading as a session

Strategy #2 Describe Guided Reading as a

Session Rather than a Lesson

• Teacher support enables students to

problem-solve, connect and discover

• Session is conversational in format

• Students read a lot


Thinking deeply about story even for our emerging

Thinking Deeply About Story:

Even for Our Emerging Readers

“Our exercises in comprehension tend to be limited (e.g.,

who are the characters in the story?), which may actually

develop readers who attend to story superficially.”…”So, our

challenge becomes teaching beginning readers to decode

while teaching them comprehend rather than inadvertently

teaching them to decode instead of teaching them to

comprehend” (Preventing Misguided Reading, p. 72).


Strategy 15 engage all students regardless

Strategy #15 Engage All Students,

Regardless of Instructional Reading

Level, in Thinking Deeply About Story

•Beyond a series of questions

•Beyond “Today I want you to make

a prediction.”

•Beyond story retelling

•Beyond details of the reading

process but active in all of it

•Meaning at the text level


The language of teaching comprehension

The Language of Teaching

Comprehension Instruction Deeply

Little Questions

What houses did

each pig build?

Big Questions

How are the pigs’

houses different?

Why did the writer

have the third pig

build the brick house

instead of the second

pig?

Why did the wolf say

the same thing at

each house?

What did the wolf say

before he blew down

the houses?

What happens at the

beginning, middle

and end of the story?

What did the pigs

learn from their

experience?


A conversational stance

A Conversational Stance

“Conversations about inferences students

must make to understand the text deeply

push students to approach the work

actively, giving them a purpose for their

reading that prompts integration of

information. This active stance supports

students as they think about the text in

sophisticated ways and begin practicing

the thinking work we want them to

habituate and carry into the rest of their

lives”. (Preventing Misguided Reading, p.76)






The magic word

The Magic Word

…followed by our opinion, it tells others the

rationale for our thinking.


Thank you jennifer jones jjones2@wcpss

Thank You!

Jennifer Jones

[email protected]

Helloliteracy.blogspot.com


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