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Don’t neglect connectives like “even though”

BUT. DESPITE. WHEREAS. ALTHOUGH. IN CONTRAST. INSTEAD. HOWEVER. YET. WHILE. NEVERTHELESS. NOTWITHSTANDING. Our students may gloss over these words as they read, not realizing how powerful they are. Words like these signal a causal relationship that is in opposition to what a reader might have expected. These words are a BIG DEAL. Technically they’re called …Read more

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Sport Climbing: Three Sources + Cheat Sheet

What kind of sport climbing are you interested in? Speed climbing? Lead climbing? Or bouldering? There are some great sources on this hot topic–I chose a video and two articles that compliment each other (i.e., they have similar main ideas but each contributes interesting supporting details). And of course, there’s a cheat sheet, too. You …Read more

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Padlet with Sets of High Interest Sources

The pandemic provides an excellent opportunity for many of our students to read A LOT nonfiction and to read W I D E L Y on a lot of topics of interest. The benefits are numerous–more background knowledge, better comprehension, bigger vocabulary, and the development of a love for what reading offers. There are even …Read more

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Conferring Tip #1: When readers get stuck on a word, teach for cross-checking.

Our students may need a reminder to use multiple sources of information to figure out a word – meaning cues (context & pic clues), visual cues (the letters in a word), and syntax cues (how the language sounds). They may need to learn to ask questions like: Does that make sense? Does that look right? …Read more

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“Why do we have to annotate?”

“Why can’t I just highlight?” Ever heard that from a student? A few weeks ago I had the honor of teaching a class of 5th grade students with the objective of convincing them that annotating is a powerful way to make sense of a source–I did this by helping them realize the value of annotating …Read more

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Sample text set for teaching authors’ purposes

If students are reading multiple sources on a topic, thinking about the purpose of each source can help students remember the content in the source AND notice the similarities and differences between sources. What follows is a sample set of sources (on recycling) for students to explore a set of sources (each with a different …Read more

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Less is More – Knowing One Part of a Text Well

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

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It’s about NOTICING when they need to compare/contrast

Lesson plan + set of follow-up sources. It’s not just about teaching students how to compare and contrast. We also need to teach them to notice when they need to ask comparison questions. Below is a description of a series of lessons I had the honor of teaching last week exploring this idea. I’ve also included …Read more

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When kids ‘mumble read’ a word they don’t know…

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

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Discourage students from taking notes like this. Here’s why.

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

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