Revisiting Text Features – Going Deeper with WHAT, WHY, HOW
Posted on September 24, 2024Share This Content
teaching with informational texts
Three-Phase Plan for Learning with Informational Sources (UPDATED POST)
Posted on September 10, 2024Teaching our students how to make sense of informational sources can feel overwhelming. With a systematic plan for teaching and learning, we can make this easier for ourselves and our students. Visit this updated post for the latest version of the three-phase plan – Meet the Source, Meet the Strategies, Meet the Response.
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Explode to Explain (Updated)
Posted on February 20, 2024Are your students citing “text evidence” without really having control of the meaning of that evidence? Do they forget to explain further or elaborate? If either of these is the case for your students, they may need to space to contemplate what one detail or quote from the text means. A simple way to do …Read more
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When students shrug in response to “What’s the main idea?”
Posted on October 27, 2023Are your students regurgitating facts from a text without really thinking about the big ideas being conveyed? A few weeks ago a teacher and I conferred with a student reading a book called Gorillas (Pioneer Valley series). When we asked the student, “What’s the main idea?” They shrugged. Here’s a version of what happened during …Read more
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Noticing an Author’s Purpose Can Lead to Transformative Understanding
Posted on February 9, 2023Noticing an author’s purpose helps us 1) determine what’s important in a source, 2) begin to think critically about the information in a source, and 3) remember what we read. What follows are a few recommendations for teaching “author’s purpose.” Integrate WHY into your discussions of author’s purpose The WHY of noticing an author’s purpose …Read more
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Thinking Aloud for Students – The What, Why, How & When
Posted on January 13, 2022When we realize a student does not understand a complex chunk of text, we may need to stop asking questions for understanding and “think aloud” for the student, modeling how to make sense of the text. What follows is an excerpt from a middleweb.com column “Letting Go is Messy” that I co-wrote with Julie Webb …Read more
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Why do I have to annotate? Why can’t I just highlight?
Posted on November 12, 2021Note: This post was first published in January 2019. I’ve revised and posted again because it’s still so relevant! “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 …Read more
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Would a clearer purpose help?
Posted on February 2, 2021If your students struggle with determining what’s important or they think “it’s all important!” make sure they have a clear purpose for reading. A purpose stated as a question is even better. Questions like “What is the author’s point of view? What are details in the sources that make me think so?” or “How did …Read more
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Predictions are not “right” or “wrong”
Posted on January 5, 2021Recently I watched 60 Seesaw videos of fifth grade students reflecting on a THIEVES lesson. I’d posed these questions for reflection: “Were your predictions on track? How were they helpful (or not) to you as a reader?” What I noticed was that many students commented about whether their predictions were “right” or “wrong.” This made …Read more
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Using THIEVES + Seesaw for Student Reflections
Posted on November 5, 2020Are the Seesaw videos you need to watch piling up? While Seesaw seems to be an easy space for students to upload videos for a variety of purposes, as the teacher who has to watch them, these can pile up. So how can we use Seesaw as a reflection tool versus just a repository for …Read more
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Preparation Select a text that has strong supporting/extending features – graphs, maps, photos and captions, etc. Locate 3-4 features that you can focus on during the Phase 2 part of the lesson. If you’re unsure whether the features are strong, think about how you might answer the questions posed in steps 1-3 on the ANCHOR …Read more