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Kids need to be taught what good readers do. Believe it or not, it’s not intuitive.
One of the best things you can teach a child is to think about their thinking, or to be meta-cognitive, and to purposefully use thinking strategies when reading. (P.S. Check out this amazing lesson on metacognition from Diane Dahl!)
I graduated from a teacher’s certification program and began teaching without the first clue about how to teach children reading – particularly in the intermediate grades where I worked (5th grade). My teammate wrote a grant for Lori Conrad from P.E.B.C. to work with us weekly, and thanks to Lori, I finally began a journey that’s lasted my career — to teach children to be thoughtful learners, to notice their own thinking, to explicitly model, and to teach thinking strategies.
■ monitor meaning
■ ask questions
■ draw inferences
■ determine what is important in text
■ create sensory images
■ synthesize information
■ problem solve and repair meaning when meaning is interrupted
In school, these are best taught in a workshop approach where first, the teacher teaches and models the strategy, two, the students apply and practice the strategy for a sustained period of time, and three the students and teacher gather to reflect and share.
Read more about what a school’s reading workshop instruction should look like.
WATCH this video from a classroom working on making connections. Here’s a good video about making predictions - I really like how the teacher shares her thinking out loud for her students to hear = modeling.
At home, learn the thinking strategies. Now, you can ask questions to determine where your child is with each particular strategy. Notice where your child might need more help. Can he create a mental picture? Can he infer? Can he connect to other books?
When you’re helping your child with a strategy, I recommend you do the following:
To start, show your child what good readers do. In other words, you must say what you’re thinking out loud. If you want to work on the strategy of asking questions, you’ll want to be showing how many questions a good reader asks naturally . . . during the day, driving the car, taking a walk, and reading a book. (Read more about this at Kleinspiration.com where I’ve written about making connections.)
Decide on when you and your child will share BOTH of your sticky notes. You do it too, please! Show your child that you’re a reader and you’ll do what you’re asking your child to do.
And, don’t sticky notes make everything fun!? Just don’t overdo it so it becomes distracting.
Encouraging children to be conscious about their thinking is essential to comprehension.
Best Practice Today’s Standards for Teaching and Learning in America’s Schools. Daniels, H., A. Hyde and M. Bizar.
The Art of Teaching Reading. Calkins, L.
Mosaic of Thought. Keene, E. and S. Zimmerman
Reading with Meaning. Miller, Debbie
Questions for YOU:
- making connections (to your own life, to other books, to the world)?
- asking questions?
- making inferences (even about what words mean)?
- determining what’s important vs. what’s interesting?
- creating mind movies / sensory images?