“Well I noticed…!”
Posted on October 17, 2023Share This Content
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Here are three examples of how I’m using Google’s Jamboard to support teaching virtually. If you are familiar with my three phase plan for teaching reading at the transitional-fluent stages, you can use Jamboard in all three phases. These tips can be helpful for lessons during other parts of the day as well! Introduce Vocabulary …Read more
Entomophagy is the human consumption of insects as food. While we were in Mexico last summer, my husband and I tried avocado toast with crickets at La Gruta, a restaurant near Teotihuacán, Mexico. There tasty! This week’s sources for remote learning (during COVID-19 pandemic) are on this high interest topic. Geared towards 2nd-5th grade. I’ve included …Read more
Have you ever asked a reader to tell you about what they learned in a short nonfiction book or article and they do one of the following? Give you a few miscellaneous (not related to each other) facts? Talk about the last fact they read? Share facts you discussed during the preview of the source? …Read more
A few weeks ago I was in a conference with a student reading a book about the sea lizard. When he came to a word he didn’t know, he mumbled the word and kept going. Do you have students that do this? These students are self-monitoring but they lack fix-up strategies. They know when they …Read more
Do your students struggle to compose sentences about nonfiction topics that make sense or sound right? Do they lack structure at the sentence and paragraph level? Here’s a few tricks I’ve been trying with small groups of late-early and transitional stage readers. As part of a conversation generate key words they will use to orally …Read more
If students are reading multiple texts on a topic and taking notes on each of those sources, I require that (or strongly suggest) they write notes in phrases–just enough words to help them remember what they learned or what the author was saying or the student’s response to information. In most cases, I strongly encourage …Read more
Do you students notice when authors provide definitions and examples? Many nonfiction authors use these and other types of details when they describe concepts like forces, magnets, weather and so forth. Readers need to recognize these types of details to understand these concepts. I was surprised one day to find out the middle grade students I …Read more
When annotating, do your students underline most of what they’ve read because they think “it’s all important”? Maybe they’ve underlined that much because they don’t know how to determine what is important? Below are a few tips and photos from a demo lesson I gave to tackle this issue. And, yes, I used the pasta …Read more
When I ask students if they ever think about lunch or something else while they are reading, most give me a thumbs up! After we get past the “shocked teacher” look, I talk to them about the importance of staying focused and monitoring for whether they are understanding the content in the source. Then I …Read more
“What just happened in the story?” When a student is reading fiction, this is the question I ask first. As they respond, I begin to notice what they are NOT saying OR important details that might have been overlooked. During a recent conference, a student read the page below to me easily. The title of …Read more