Onfiction strategies that are Vital in any __ -+-_ _we want to ut an end to this in our classrooms. Don't aSK kids to write everytnlng they know oat tOPIC in notebook. Smart kids pretend they know nothing to avoid reading. Activate prior knowleage in broader ways.
Onfiction strategies that are Vital in any __ -+-_ _we want to ut an end to this in our classrooms. Don't aSK kids to write everytnlng they know oat tOPIC in notebook. Smart kids pretend they know nothing to avoid reading. Activate prior knowleage in broader ways.
Onfiction strategies that are Vital in any __ -+-_ _we want to ut an end to this in our classrooms. Don't aSK kids to write everytnlng they know oat tOPIC in notebook. Smart kids pretend they know nothing to avoid reading. Activate prior knowleage in broader ways.
__ -+-R_egurgitating is not understanding- it is just ~acking it away
• once Kathleen Tolan knew calculus, thanks to cramming.
Now? Can not even balance checkbook
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__ -+-_·_n_o_t good learning:_1 _
__ -+-_·_we want to ~ut an end to this in our classrooms _
·when we read NF we want to be active seekers of
~~~= =====
information
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• we don't just want fact,fact,factl
---+--- ----
• be able to synthesize info into a short sentence, not
---t-- --
paragraphs
==~ ~===================
•
• give our kids strategies to so this
--~ ---------
• we aren't looking for kids to be able to spit back random
---t- --
details
===f= =======
• we want big ideas and evidence,not just 20 examples
• we can't remember those lists 10 mins later!
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• show them explicitly what NOT to do
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• I need to do this when we start research paper
===+=========== ===
·even if we are reading NF for fun, we need org.
___ ------
• 10 s of kids "browse" NF instead of reading i
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• consider browsing to be reading
---+-- -:----
• fine sometimes but they need to have strategies to be
active NF readers even when reading for fun
---+--- _------
•
• teach them to move past look at the PICS etc
======
• lOOK at now tne text is organized
---t---.-~~
• does org support you as a reader?
---+---.-::
• lots of textoooks are structured as paragrapn- question,
My 11:16am
~~~===- =====:=====C:=====-~======= 1012312010 ==
How text is setup help us anticipate info coming up
• maKe connections to otner info we Know ana otner t\JF we nave react
• identify text structure and anticipate plan for now you will ---+-:r:=-=e-=-aa it
1. Acnvate prior knowleage smartly
---+--. don't aSK Kids to write everytnlng they know oat tOPIC in notebook. Smart kids pretend they know nothing to avoid reading. (3ood kids can write forever!
• kid thought be he didn't know about beavers ten he couldn't make predictions about a book. But he read about animals before, so how is animal bk set up?
• move to larger categories!
• books about animals tells us about things like where they live mating, etc
• activate prior knowledge in broader ways!
• kids are very literal and concrete, no matter the age!
• beaver teeth sits in larger category of teeth! What do you know abotJ teeth, not what is your prior knowledge of beaver teeth specifically!
• this can touch other information you have learned
• this work is cri ical! If we just pack it away we have --~f0rgotten it in a min.(like caleulusl) ---------~~4=. Ka hleen recommends some work in a tex se -even fer just --~a few days read a let ot becks en 1 sut:>jeet:-------
My 11:27am
~~~= '================= 1012312010 ==
I ntroductions I
--of- ______;;;;",.---=--------=----------
---t-. our kids never ever read the intro and that is an imp tex_t _
feature!
__ -+-·......;.,;In....;..,;t;..;;....,;ro;;;.....gives us an angle, usually _
__ -+-. gives you something to hold onto while y__o_u_re~a_d_. _
__ -t-·.....;.a_lso gives you an idea of the author's Rurpose _
~~4==·=w=hat is author forwarding? What should I oav attention to?
• reverse boxes and bullets!
---+-_
• what is the author claiming(box) _
• evidence? Bullets
---t-. _w_e teach kids topic sentence is in the 1 st or 2nd sentence,
__ ~ra_re_ly true except in testing! _
__ -+-_. ~o~ out sentence instead - what is the author ~o~~ing._ out to us?
=~~==
• lower level- take a ~aragraph and cut out sentences, give to
kids to arrange. What sentences go together? What is the
---+--
b:g sentence? Great mamipulative
---t--= ----------
• main idea is a concept, not something concrete- hard for
---+0
literal learners
• need to learn to find idea, not just a sentence in the
---.+- ----
paragraph
====================
•
• kids need to learn to sort and re-sort into categories ad