Real Reading WHAT IS IT Mosaic of Thought

Real Reading WHAT IS IT?

Mosaic of Thought (Keene and Zimmerman-1997) �Conversations with ourselves and our with children…about the ways we construct meaning �Lively talk in classrooms…when children develop an awareness of their thought processes as they read �Explicit comprehension instruction that is rich and deep �A conversation about the mental journey we take when we read

Metacognition THINKING ALOUD

Reading is Thinking: Who Knew! �Survey your students. Ask them this question: What do you do when you don’t understand what you read? What strategies do your students use to comprehend?

One Student Explains: What strategies do you use to help you understand what you read? Before “Thinking Aloud” Instruction After… �“Sound out the words. ” �“ I reread the page or the passage, or I scan for the idea. I talk to myself. I monitor and clarify. That means I ask myself does that make sense? If it doesn’t I try again. ”

How can we help students become more metacognitive?

Launching Metacognition REAL READING SALAD (COMPREHENSION CONNECTIONS BY TANNY MCGREGOR)

Concrete Experience: The Real Reading Salad �Model reading a challenging text: “ The geological legacy of Hurricane Irene. ” Ask your students what they think of you as a reader? � Did I read words correctly? Did I read words at a talking rate? Did I read with expression? Did I sound like I understood what I read? Did I understand what I was reading? Discuss “fake reading: what it is and when we do it. � Read the words, but don’t understand what I read. � Move my finger so it looks like I’m reading. � Think about other stuff while I am reading. � The list goes on…

Thinking About Thinking: Metacognition MAKE “REAL READING” SALAD

Thinking + Text= Real Reading �Thinking + text �Real Reading Salad

Text + Thinking = Real Reading �Materials Three bowls, tomatoes (red) and lettuce (green) Book to read aloud: Don’t Laugh At Me �Procedure Point to the text and read from the front cover, Don’t Laugh At Me. Place a tomato (text) in the salad bowl. Point to your head and say, “ I predict…” Put a piece of lettuce (thinking) in the salad bowl. Have each of the students in your small group make a prediction and place a piece of lettuce (thinking) in the bowl. For every page of text, multiple students share their thinking. Thinking cards (lettuce) are being added at a much faster rate that text (red).

Invite students to share conclusions �More lettuce (thinking) than tomatoes (text) �When you are reading, you are suppose to do more thinking. �Thinking takes up more space than text. �Real reading is both thinking and text.

Word Analysis Strategies SUPER BASIC

Strategy/Plan Look for the little word in the bigger word. Look for word chunks. Look for parts of words. foretell silently reconsider

I think of a word I know. Then I say, I know ______. This must be _____.

I think of a word I know. Then I say, I know high. This must be slightly.

I try a word and ask myself, “Does this word make sense? ”