Cognitive Dimension Questioning Clarifying Summarizing Cognitive Dimension Assembling

Cognitive Dimension (Questioning, Clarifying, Summarizing)

Cognitive Dimension – Assembling a Reading Toolbox • • • Chunking Clarification Chart Questioning – (Student created – Re. Quest, QAR ) This is About/This is Really About (Main Ideas) Summaries – 25 Word Abstract Reciprocal Teaching Role Cards (Facilitators – Clarification, Question, Summarization) (Schoenbach, R, Greenleaf, C. , and Murphy, L. )

This is About/This is Really About Students work in groups to identify main ideas and use them to create a summary 1. Students read a passage and be ready to “tell what the passage is about. ” 2. Record all student ideas on a list. 3. Have class distinguish main ideas and details 4. Have students individually decide which ideas capture main idea 5. Keep asking, “This is about that, but what is it really about? (Schoenbach, R, Greenleaf, C. , and Murphy, L. )

Twenty-Five Word Abstract Limiting students to 25 word summaries helps them really focus on what’s important. 1. Students individually read and highlight main ideas and difficult vocabulary. 2. Working in small groups, students their main ideas and reasons for selecting them. 3. Ask groups to reach consensus about main points 4. Students individually write an abstract of 25 words or less to include key points 5. Students share abstracts with group and then write group abstract (Schoenbach, R, Greenleaf, C. , and Murphy, L. )

References Holschuh, Jodi P. , and Eric J. Paulson. "The Terrain of College Developmental Reading. " Executive Summary and Paper Commissioned by the College Reading & Learning Association (2013): July 2013. Web. Schoenbach, Ruth, Cynthia Greenleaf, and Lynn Murphy. Reading for Understanding: How Reading Apprenticeship Improves Disciplinary Learning in Secondary and College Classrooms.