Reading
has a
purpose
…
and reading takes
planning.
Your ‘think-aloud’ counts
• Di Tri Berrese
Uans appona taim uas tri berrese: mamma berre, papa berre, e bebi berre.
Live inna contri nire foresta. NAISE AUS. (No mugheggia.) Uanne dei papa,
mamma e beibi go tooda bice, onie, a furghette locche di doore.
Bai enne bai commese Goldilocchese. Sci garra nattinghe tu do batte maiche
toble. Sci puscie olle fudde daon di maute; no live cromme. Den sci gos
appesterrese enne slipse in olle beddse.
LEIEI SLOBBE!
Bai enne bai commese omme di tri berrese, olle sonnebronnde, enne send
inne scius. Dei garra no fudde: dei garra no beddse. En ura dei goine due to
Goldilocchese? Tro erre inne strit? Colle Puissemenne?
FETTE CIENZE!
Dei was Italien Berresse, erne dei slippe onna florre.
Goldilocchese stei derre tri uicase: itte aute ausenomme, en guiste bicose dei
eshe erre tu meiche di beddse, sci sei …..
Selecting a text
• Students need to know the purpose behind the
reading task that you are setting them.
• Reading purpose can alter the expectations on
students. For example, the purpose of Crawling
Around with Baltimore Street Rats was to find the
main idea. Long, difficult text, but comparatively easy
purpose. Needs focus – PAT evidence…
• You will have some data from Alison and myself to
help you decide where your students need skills
focus.
Other considerations
• Does the text have a ‘hook’ to get students
engaged?
• Is the subject matter controversial or
interesting?
• Is the text of sufficient rigour to warrant a
close read? For example, is there adequate
scope for discussion, will it spark debate, or
does it suggest broader issues to consider?
Sources of texts
12/19/2015
THIEVES:
steal information from the text before
reading
•
•
•
•
•
T
H
I
E
V
•
•
•
•
•
Title
Headings/subheadings
Introduction
Every first sentence
Visuals/vocabulary
(captions/glossary/dates/italics or bold)
• E • End of text – questions/conclusion
• S • Summary
Annotation
Considerations for an annotation, or ‘mark-up’:
 Annotate in a way that supports your purpose
(summarise, paraphrase, analyse, evaluate…)
 Annotate in a way that supports the use of the text
post-reading
 Identify unknown vocabulary, ask questions and
‘mark your confusion’
 Why? Helps us get past the ‘eyes read it, brain didn’t’
issue.
What good annotation can do…
Thoughtful vs emotional
12/19/2015
On reflection…
•
•
•
•
What is the use of the reading journal?
Are students correctly using it?
Are you providing them feedback about it?
What do you want to see in it?
sssssssssssssssss
• What are your students doing on the iPads?
• Do you know how to set and track their tasks?