Peeking in & conferring with Jamboard
Posted on March 19, 2021Share This Content
teaching close reading with informational texts
It’s ok to confer about just a word or phrase
Posted on April 8, 2019Do you have students who blow through texts, getting just the gist, but not really thinking through specific details that might make a difference in their understanding? Help them slow down by conferring about just a small part of the text–an important word, phrase, sentence. Sample conference When I leaned in to confer with a …Read more
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“Why do we have to annotate?”
Posted on January 22, 2019“Why can’t I just highlight? Why do I have to annotate?” Ever heard that from a student? I don’t have to convince you of the value of annotating, but we do need to remind (and even convince) students that annotating a source can help us monitor for meaning. Annotating can help us make sense of …Read more
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On the power of inquiry charts…my kids surprised me when…
Posted on April 29, 2018Recently I had the honor of talking with Sara, a teacher in Iowa, whose students have started using inquiry charts. In a nutshell, these charts help students determine what is important and organize their notes as they read-view-listen to multiple sources. (If you’re not familiar with inquiry charts, please check out an article I wrote …Read more
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Our students know so little if…
Posted on April 1, 2018When our students read just one source on a topic, I would argue they still know almost nothing about that topic or issue. I know you know this. It’s not until they read, view, listen to multiple sources on that topic that their understanding is transformed. This is not a new point. My argument is that students should …Read more
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Explode to Explain
Posted on February 12, 2017Are your students citing “text evidence” without really having control of the meaning of the quote they choose? Do they state “in the text it says” and then fill in the next blank with a quote they may not really understand? Do they forget to explain further or elaborate? Here’s an idea a group of …Read more
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“I underlined all the words! They’re all important!”
Posted on October 12, 2016When 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
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Writing Authentic Letters as Reading Responses
Posted on February 26, 2016Are your students tired of writing analytical essays? I’m shaking up how students respond to informational texts. I’m experimenting with letters to real people that still nudge students to think about the big ideas in sources. With small groups of 4th and 5th grade students, I explored what writing letters might look like. Here’s the …Read more
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The Coding Strategy – Helping Students Monitor for Meaning
Posted on December 8, 2015Have you ever conferred with a student who had difficulty recalling what they’d read? Or who seemed to recall the “easy to understand” parts of a text but not the harder parts? These students may need instruction on monitoring for meaning. I use the Coding Strategy (Hoyt, 2008) to reinforce self-monitoring. After each sentence or …Read more
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The Pasta Analogy-Helping Students Determine What’s Important
Posted on November 12, 2015Do your students struggle with determining what is important when reading informational texts? Are they unsure of what to underline and annotate? I remember one fifth grade student saying, “Well, I underlined the whole text because it was all important!” Two suggestions. 1. Make sure there’s a VERY CLEAR PURPOSE for reading & determining what …Read more
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Even when we’re all back in schools, feeling some sense of normalcy, I can’t see letting go of Google’s Jamboard as a tool at the guided reading table. This dynamic tool has become an engaging way for students to analyze important excerpts from informational sources and then plan for and write responses. Just as important, …Read more