2 p sho ork

Debbie Draper, Julie Fullgrabe & Sue Eden
Workshop 2
Overview of the session
• The inner conversation –hearing the inner
voice that assists reading
• leaving tracks of thinking- ways to
demonstrate thinking while reading
• The different types of (human)readers in a
• Why meaning breaks down and what to do
about it – fix-up strategies
• Think aloud strategies to share thinking with
Monitoring understanding is essential to engage with
the reading strategies
Do I really have to teach reading?
Content,comprehension grades 6-12 Cris Tovani
Observations about reading
Teaching points
Ask yourself why am I doing this? How
will it help students think, read or write
more thoughtfully about my content?
Good readers use reading writing and talk
to deepen their understanding
Reading strategies are options for
thinking. One comprehension tool is not
more important than another. There is no
specific order, sequence or template for
introducing strategies
Good readers have a variety of ways to
think about text
Is the reading authentic?
Good readers don’t need end of chapter
summaries or isolated skill sheets. They
ask their own questions, based on their
own need for a deeper understanding of
the text
Don’t isolate strategies into individual
activities. Build on previous learning
Good readers reread and return to build
and extend their knowledge or to
enhance enjoyment of reading for
Links to Tfel
1.1 understand how
self and others learn
1.2 develop deep
pedagogical and
content knowledge
Understanding how students learn to read through your own experiences
Learning to learn.
Using dialogue as
a means to
Part one
Your own inner voice
and how you use it.
Just relax…..let your mind go free
What did your inner voice say to you?
• When you are a busy person, your mind is
always having conversations with you.
• What went on with you?
• If it’s appropriate, what did your inner voice
say or think about?
Listening to the inner voice-George
Costanza does not like what he hears
NOT listening to any voice
You need to hear your inner
• Without recognising this voice, it will be
harder to ‘think aloud’ with students and
share the thoughts you have as a
competent reader
Part 2
Leaving tracks of thinkingways to demonstrate
thinking while reading
Sticky labels were invented to
monitor comprehension…
They come in all sorts
of shapes and sizes
and kids love them!
They are a great
way to keep
track of thoughts
and ideas and can be
placed in books to
refer back to
They support
what you read
far better
than highlighting
They can help
students to show
tracks of their
learning without
Interruption when
working independently
Discuss this quote-what do you think- have
you ever highlighted to extremes?
• Highlighting text‘first of all : throw away the highlighter
in favour of a pen or pencil. Highlighting
can actually distract from the business of
learning and dilute your comprehension.
It only seems like an active reading
strategy; in actual fact, it can lull your
into dangerous passivity’.
(Harvard College library 2007)
Text coding
R- reminds me of
T-T text to text
? Question
! Surprising
Make it meaningful for your class,
create your own codes
From the textTeaching Reading Comprehension Strategies
Sheena Cameron
Leaving tracks of thinking
• Margin notes
• Sticky notes
• Many of these approaches will be dealt with
further as we explore the strategies in more
• Think sheets –scaffolds, graphic
• Response journals, literature logs,
notebooks, wonder books
• Artistic, dramatic, musical, numerical,
scientific, historical, economic
way to
show tracks
of thinking
Which of these strategies have
you tried?
Lifting texts from
sources and sharing
with students
Reading aloud
Re-reading for deeper
Thinking aloud/coding
Strategies that Work
• Use some of the previous strategies when
you read the 4 pages provided from
Strategies that Work to make tracks of your
• Share what you have identified as important
with someone near you.
• Is it the same or different?
Part 3
Different types of readers
and reading behaviours
Awareness of reading
• Four levels of metacognitive
awareness and the ways in which
readers monitor their thinking about
their reading are described in
Strategies That Work:
Types of readers
Tacit readers
lack awareness of how they think when they
Aware readers
may realize when meaning has broken down,
but lack strategies to fix the problem or repair
Strategic readers
use a variety of strategies to enhance
understanding and monitor and repair meaning
when it is disrupted
Reflective readers
can apply strategies flexibly depending on their
goals for reading. They reflect on their thinking
and revise their use of strategies. You can
observe this reflective stance when students
comment with surprise, amazement, or wonder
as they read
Group chat
• Think of particular students that you have
taught or are teaching that fit into each
category of reader.
• How do you know they were one of these
types of readers?
Comprehension shouldn’t be silent
Kelley and Clausen Grace
• These authors talk about ‘fake or disengaged
readers and mindless reading’
• What behaviours have you seen ‘fake readers’
• You have probably been one yourself at some
• Y chart about behaviours of fake reading
Disengaged reading..
Looks like
Feels like
Sounds like
Part 4
• Why meaning breaks down and how to
fix it. MONITOR your understanding
Identifying synergistic regulation involving
c-Myc and sp1in human tissues
• Read the pages silently.
• Highlight in one colour the text you
• highlight in another colour the text that is
confusing or difficult to understand.
What are you
thinking about as
you embark on this
After you have read some of the
• Of the parts of the text you highlighted as being hard
to understand, could you not read it well because of
• lack of background knowledge?
• Vocabulary?
• Writing style?
• Discuss with someone what they learned about
themselves as readers through the experience, and
what they can take back to their work with struggling
• What was your inner voice doing as you read this?
Was it?
• Thinking about what you need to do at
• Panicking?
• Thinking about what to buy on the way
home for dinner?
• Making rude comments about the
• Trying to make connections, question etc
The inner conversation
• The fact is that all readers space out when
they read. Kids need to know this or they risk
feeling inadequate when it happens to them.
• Once readers are made aware of their inner
conversation, they tend to catch themselves
quicker and repair meaning if there is a
• Strategies that work. Page 27
Checking on monitoring of
comprehension-inconsistent element
• An easy and informative technique to see whether
students are monitoring their comprehension is to
select a passage on a group’s instructional level, then
retype it adding an inconsistent element. Introduce
the selection as you would normally do when you are
getting students ready to read (tapping prior
knowledge, setting a purpose for reading).
• After reading, ask students to comment on what they
• They may summarize or relate the information to a
personal experience. See if any student points out the
inconsistent element.
• Text example- Earthquakes
When meaning has broken down…
Reasons for breakdown
What can be done about it
run into words that are unknown or
Vocabulary- ask, word substitute,
Stopped concentrating
Re-read or read aloud
Reading too fast
Slow down and re-read
Lose thread of content
Read in smaller chunks, re-read before
and after
Not know enough about the topic
Find out more, teacher scaffolding,
easier text
Lose visualisations of content
Try to find mental pictures, look at
source material such as the internet
Can’t see text organisation
Know and teach text types so they can
be recognised
Didn’t know which strategy to use
Explicit teaching of strategies so that
students can try appropriate ones.
From the textTeaching Reading Comprehension Strategies Sheena Cameron
Podcast about monitoring
Part 5
Think aloudsstrategies to share with
students- making the
implicit explicit
• Think-Alouds have been described as
"eavesdropping on someone's thinking."
With this strategy, teachers verbalise
aloud while reading a selection orally.
Their verbalisations include describing
things they're doing as they read to
monitor their comprehension. The
purpose of the think-aloud strategy is to
model for students how skilled readers
construct meaning from a text
Sentence starters for think alouds
So far, I've learned...
This made me think of...
That didn't make sense.
I think ___ will happen next.
I reread that part because...
I was confused by...
I think the most important part was...
That is interesting because...
I wonder why...
I just thought of...
Reciprocal think alouds
• In reciprocal think-alouds, students are paired with a
• Students take turns thinking aloud as they read a
difficult text.
• While the first student is thinking aloud, the second
student listens and records what the first student says.
• Then students change roles so that each partner has a
chance to think aloud and to observe the process.
• Students reflect on the process together, sharing the
things they tried and discussing what worked well for
them and what didn't. As they write about their
findings, they can start a mutual learning log that they
can refer back to.
Use the
checklist to
observe my
think aloud
about the
textSmall pox
• Which strategies to monitor
understanding do you think are
appropriate for your context?
• How will you introduce this strategy with
your staff?
• How might you do any of this with your