Transcript Real Reading

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
 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?”