teaching reading
Can your 6-8th grade students explain how two authors present the same info and reveal different points of view?
Posted on April 15, 2016Here’s a lesson for teaching students to analyze how two authors writing about the same topic may shape their presentations of key information by emphasizing different evidence or advancing different interpretations of the facts (Common Core Standard 7.9). Go to Science News for Students and locate an article that cites a study. Most of these …Read more
Are your students tired of writing summaries and analytic essays?
Posted on February 26, 2016I’m shaking up how students respond to informational texts. I’m experimenting with letters, Hall of Fame posters for a bulletin board in the classroom entitled “People Who Have Changed the World,” designing and writing content for a book entitled Did You Know, and classified ads. Regardless of the format, though, I’m still REQUIRING students to …Read more
“Building” analogy to teach “text structure”
Posted on January 10, 2016How many of us hunt for the perfect texts to teach “text structure” and end up just banging our heads against the wall? It’s because texts are more complex than five simple structures. I’ve been thinking about this and tried out a new analogy with a group of students today – text structures are like …Read more
4 Types of Context Clues in Info Texts: Bookmark & Lesson
Posted on January 3, 2016Ugh! Unfamiliar vocabulary in informational texts can be a huge stumbling block for our students. The image below is a bookmark a colleague and I developed for a lesson. I’ve also attached a word document with the bookmarks for easy copying. We based this on the work of Baumann and colleagues (2009). 4 Types of …Read more
The Coding Strategy – Helping Students Self-Monitor while Reading Info Text
Posted on December 8, 2015Do you have students who read a text and are clueless about what they read? Or when you prompt them to share what they learned from a text, they frantically look back at the last sentence they read and then spit it out verbatim? Before we get into conversations about main ideas, author’s point of …Read more
The Pasta Analogy-Helping Students Determine What’s Important
Posted on November 12, 2015Do your 2nd-8th grade 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. Make sure there’s a VERY CLEAR PURPOSE for reading & determining …Read more
Start the year with THIEVES and a clear purpose for previewing/predicting
Posted on September 5, 2015Teaching students to “get ahead” by using the mnemonic THIEVES (Manz, 2002) to preview a text is an easy way to start the year and nurture students’ sense of agency–especially if you are reading feature-dense nonfiction like magazine articles, websites, textbooks and so forth. In the poster below (created by a colleague!) you can see …Read more
Analysis of Responses to 8th Grade Text Set & Prompt, Part 2
Posted on April 27, 2015In the last blog entry, I shared a rigorous text set and prompt developed by an middle school ELA team. The team and I met (via Webinex) to discuss the students’ written responses. First we look at the strengths of each student’s analytic essay; then we discuss the students’ needs as writers. Integrated into this …Read more
8th Grade Text Set & Prompt for Written Response, Part 1
Posted on April 27, 2015Kudos to my ELA colleagues in a middle school who developed this appropriately rigorous text set and prompt for their 8th grade students studying the Holocaust. Together with the 6th and 7th grade teams, we analyzed several students’ written responses to this prompt. More on that in the next post 🙂 TEXTS: Source A (entire …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