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Fostering Metacognitive Minds: Exploring Reading Strategies in Reading Workshop

Fostering Metacognitive Minds: Exploring Reading Strategies in Reading Workshop . Questioning. Metacognition. Visualizing. Schema. Inferring. Kristen Lazuta 3 rd Grade Mason City Schools. Determining Importance . Synthesizing .

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Fostering Metacognitive Minds: Exploring Reading Strategies in Reading Workshop

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  1. Fostering Metacognitive Minds:Exploring Reading Strategiesin Reading Workshop Questioning Metacognition Visualizing Schema Inferring Kristen Lazuta3rd GradeMason City Schools Determining Importance Synthesizing

  2. “I have so much metacognition that I might need to go off of the page… Is that okay?” ~ Third grader Winter 2011

  3. Critical Reading Strategies Metacognition Schema Questioning Visualizing Determining Importance Inferring Synthesizing

  4. “Today there is a wide body of research supporting the effectiveness of explicit comprehension strategy instruction and the need for students to become metacognitive.” ~Ellin Oliver Keene and Susan Zimmerman

  5. Strategy Immersion • Daily whole group strategy lessons/discussions following workshop format… • Student practice in reading workshop blocks - Daily 4: “Read to Self”, “Read to Someone”, “Respond to Reading”, “Read with a Group” • Student-led discussion groups • Post-workshop sharing sessions • At-home practice encouraged on weekly logs

  6. Metacognition *All student names have been changed. “Metacognition is a mixture of text and thinking which equals real reading. Without either one of them it wouldn’t be real reading…it would be fake reading.”- Kate

  7. Animal Migrations What is it that makes animal migration such a magnificent spectacle for the eye and the mind? Is it the sheer abundance of wildlife in motion? Is it the steep odds to be overcome? Is it the amazing feats of precise navigation? The answer is all of the above. But there’s another reason why the long-distance journeys of wildebeests, sandhill cranes, monarch butterflies, sea turtles, and so many other species inspire our awe. One biologist has noted the “undistractibility” of migrating animals. A nonscientist, risking anthropomorphism, might say: Yes, they have a sense of larger purpose. By David Quammen Photograph by Joel Sartore

  8. Animal migration is a phenomenon far grander and more patterned than animal movement. It represents collective travel with long-deferred rewards. It suggests premeditation and epic willfulness, codified as inherited instinct. A biologist named Hugh Dingle, striving to understand the essence, has identified five characteristics that apply, in varying degrees and combinations, to all migrations. They are prolonged movements that carry animals outside familiar habitats; they tend to be linear, not zigzaggy; they involve special behaviors of preparation (such as overfeeding) and arrival; they demand special allocations of energy.

  9. Migrating animals maintain a fervid attentiveness to the greater mission, which keeps them undistracted by temptations and undeterred by challenges that would turn other animals aside. An arctic tern on its way from Tierra del Fuego to Alaska, for instance, will ignore a nice smelly herring offered from a bird-watcher's boat in Monterey Bay. Local gulls will dive voraciously for such handouts, while the tern flies on. Why? "Animal migrants do not respond to sensory inputs from resources that would readily elicit responses in other circumstances," is the dry, careful way Dingle describes it. Another way, less scientific, would be to say that the arctic tern resists distraction because it is driven at that moment by an instinctive sense of something we humans find admirable: larger purpose. Quammen, David. “Animal Migrations." National Geographic (2010).

  10. Texts and Activities for Introducing Metacognition • “Real Reading Cereal”- Adding our thinking to the text we read. • (Comprehension Connections, 13) • Charting “How We Know When We Don’t Know”- • Determining when meaning has broken down and finding • corresponding “fix-up” strategies. (Strategies that Work, 79) • Marking text with questions and “lightning bolts” to illustrate • spots of confusion and clarity. (Strategies that Work, 79) • Recording our thinking directly onto text (such as articles or • even OAA practice passages!)

  11. “If you learn something it goes into your spider web of knowledge, and it can help you to understand something new like a book.” -Joe Schema

  12. Texts and Activities for Introducing Schema • Schema T-chart (Ex. Things we know about Glockenspiels vs. • Kings Island)(Comprehension Connections, 33) • Creating a connection web and add sticky notes as we learn about: • - Text to self connections • - Text to world connections • - Text to text connections • Distinguishing between deep and distracting • connections. (Strategies that Work, 95) • Discovering how our schema changes with new • information. (Strategies that Work, 97)

  13. Visualizing “I use my schema and think about the book, and I think about smell, sight, touch, taste, and sound and the characters.” -Jennifer

  14. Texts and Activities for Introducing Visualizing • Sensory explorations-students look, listen, touch, taste (?), and • smell different objects, charting descriptive words that come to • mind. • Learning how our visualizations rely on our schema. (Reading with • Meaning, 80) • Conveying our visualizations through sketching and talking • (“Sketch to Stretch”- Thoughtful Education, 44). • Discussing the connection between author’s word choice and • rich visualizations with poetry (“Showing, not Telling” Reading with • Meaning, 83))

  15. “I can hear the wind wooshing…it’s so loud- it sounds like…whooowhooo.” “I can feel the heat from the fire.” “I can taste the smoke from the fire in my mouth.” “I feel like I’m in the story!”

  16. “Today I read Revolutionary War on Wednesday, and I read about a musket and I used my context clues, and I visualized to picture that it was a gun; plus I have schema for a musket because I’ve seen one on T.V. before.” - Josh

  17. Inferring “Now I know that inferring means predictions, our schema, and thinking about what the author didn’t tell us.” -Bryan

  18. Texts and Activities for Introducing Inferring • Inferring role play- students act out situations or emotions for their classmates to infer. (Strategies that Work, 138) • Practicing inferring at the word, then sentence level, using crucial context clues. (The Café Book, 99) • Drawing conclusions based on schema (Ex. “Inferring About a Person” activity) (Comprehension Connections, 53) . • Applying the following equation to reading: Text Clues + Schema= My Inference (Strategies that Work, 142) • Learning the connection between predicting and inferring. • Associating visualizing with inferring. • Determining character traits with inferring.

  19. “I think the boy in the story is really cocky because he’s bragging about being a good sailor.” “I predict he’s in la-la land, and he’s just dreaming when he tells about the flying boats.” “I infer this is fantasy fiction.” “I’m visualizing the boat in the water; the hull is cutting through the water like a knife.” “OMG…the old man IS actually the boy because look, it says that he’s limping, and that’s from when he broke his leg in the crash!”

  20. Questioning “I didn’t realize that we needed to use inferring to figure out thick questions.” -Emily   -

  21. Texts and Activities for Introducing Questioning • Piquing curiosity with an interesting object and gathering questions throughout the week. (Comprehension Connections, 65) • Determining the difference between the “thick and thin” questions (Strategies that Work, 116) we ask before, during, and after a piece of text. • Coding the answers we find as “I” (inference) “T” (text) or “OS” (outside source). (Reading with Meaning, 128) • Creating question webs to capture thinking about “thick” questions. (Reading with Meaning, 131) • Preparing to answer different types of questions in testing situations (the reality of our testing rich environment!).

  22. Student-Led Discussion Groups • Students jot notes on sticky notes or “Thinking Log” during reading to refer to during discussions. • Strategy-specific “talk starters” provided as well as general starter and response phrases (The Art of Teaching Reading, Comprehension Connections). • Students use “Talk Tickets” to share ideas. (JamaOverfield, OWP Associate )

  23. “I just realized something…it’s like metacognition is the main idea of what we’re learning, and visualizing and schema and questioning and inferring are all the supporting details!” - Alex “Synthesizing requires determining what’s important.” -Chris Determining What’s Importantand Synthesizing

  24. Texts and Activities for Introducing Determining What’s Importantand Synthesizing Theme Main Idea Topic • Determining what’s important in my purse! (Comprehension Connections, 78) • Distinguishing between a topic and a main idea with a “topic bullseye”. • Finding main ideas in fiction with the “thick question” connection. • Determining themes using knowledge of inferring; supporting themes with details from the story. • Synthesizing through retelling fiction and non-fiction texts- • “mining for the gold” and learning to stop and “check for understanding” as we read to summarize the text along the way. (The Café Book, 183) • Using previously learned strategies to synthesize a text- using our schema, visualizations, and inferences to determine how our thinking changes as we read a selection. (Strategies That Work, 183)

  25. Putting it All Together “Metacognition is like using all of the strategies at once, and we can do it in any book.” -Annie

  26. Texts and Activities for Using the Strategies Together • Watching student led strategy discussions modeled on www.intothebook.com. • Creating a reading strategy class puzzle. (http://learningpad.net) • Coding strategies for class and small group discussions. (Strategies That Work 113) • Recording metacognition directly onto short passages- articles and OAA passages. • Students adding to running dialogue about a text on the computer.

  27. Students Weigh In… Pre-Instruction Surveys Post-Instruction Surveys

  28. Metacognitive Minds The critical reading strategies we explored did more than improve comprehension for my third graders. They inspired a sense of enthusiasm and pride among my students. Every student could use these strategies in some way to strengthen their reading!

  29. Metacognitive Minds “Can I share my schema about the presidents before we read?” “Michael was being really metacognitive while I was working with him. Can I move him to rainbow?” “We already know all about inferring because it’s one of our reading strategies!” (During a May field trip when a student saw the word on the wall.) “It’s just stuck in my spider web schema...” (When a student was asked how they recalled a concept so quickly during OAA review.)

  30. “We need to believe that students usually have far more thinking to share…if we ask ourselves where comprehension strategies lead a reader,we open up whole new worlds of insight.” -Ellin Oliver Keene Keene, Ellin Oliver. “New Horizons in Comprehension.” Educational Leadership. Mar. 2010:69-73. Print.

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