USA VS. GERMANY TODAY :)

I hope you’re watching the USA game against Germany. This is going to be a great game. I tevoed it so please don’t tell me what happens.

Chapter six, Holding Thinking to Remember and Reuse.  The author starts off by talking about showing a picture of a navy seal climbing a ripe ladder to a helicopter. Coming out of the water are the immense jaws of a great white shark. She asks the students “What do you think?” until somebody answers. Finally, students start to talk about it like, that’s so fake, and I used to live in California and that’s not what the bridge looks like and so on. Her point to the class is that they read the picture. The idea is unique because the idea of thinking while you read is more complex than I thought. In a sense you think it’s just simple but tan again sometimes I’m thinking of other things but what I have just read.

I really like the idea that this author makes, when we are trying to learn something in the real world we are the ones asking questions. As opposed to the teacher asking the questions and the student answering the question.

Getting Students Started with Marking Text:

1.      Mark one quote in the text, and have a conversation about the quote.

2.       Write a question that doesn’t have a simple answer.

3.       Ask your partners opinion about your ideas.

4.       Are you copying information from the text or sharing your thinking? Share thinking!

5.       Make a statement or recommendation, based on what you’ve read. Don’t be wishy-washy.

I also have a hard time remembering what I read when the text is difficult and re-reading is a must. The idea of marking text seems easy but as a younger student it can become difficult. The authore has her students follow the following guidelines when marking text.

1.       Write the thinking next to the words on the page that cause you to have the thought.

2.       If there isn’t room on the text to write, draw a line showing the teacher where the thinking is written.

3.       Don’t copy the text; respond to it.

4.       Merely underlining text is not enough. Thinking about the text must accompany the underlying.

5.       There is no one way to respond to text. Here are some possible options: ask a conclusion, make a statement.

What I really like about the author is that the author talks over and over about how it may seem easy to us but it’s important to remember that this is new to students.

What works? “Give students something to look for and write as they read” (Tovani, p. 86). It’s important to model different ways for students to mark reading. Not every student will understand or mark the same words. Leave room for discussion, this will give the students a chance to better understand text.