Comprehension Going Forward: Ch 10!!!!!!

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Comprehension Going Forward: Ch 10!!!!!!

by judy5ca

Jul 16, 2011

This chapter made the book for me! I LOVED Larner's work to find out what high school kids remember of strategy instruction and her prodding to discover how it helps them as readers. She shows how metacognitive work is still ever so helpful for older kids. I appreciated the hints (release at the right moment, be passionate about the book--that's so hard for me, LOL, share my connections). Her lesson on inference using Encounter was super and I appreciated her for taking us through it step by step. One of my favorite quotes: "We are engaged when there is something touched inside of us--our common human creativity, the capacity to articulate deeply resonant themes and emotions of life, and an appreciation that is bigger than the sum of our words and our thinking." I really loved reading this chapter and will reread it! Did you read it yet? Skip to it if you must! Judy

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Teri On 7/16/11, judy5ca wrote: > This chapter made the book for me! I LOVED Larner's work to > find out what high school kids remember of strategy > instruction and her prodding to discover how it helps them > as readers. She shows how metacognitive work is still ever > so helpful for older kids. I appreciated the hints (release > at ...See MoreOn 7/16/11, judy5ca wrote: > This chapter made the book for me! I LOVED Larner's work to > find out what high school kids remember of strategy > instruction and her prodding to discover how it helps them > as readers. She shows how metacognitive work is still ever > so helpful for older kids. I appreciated the hints (release > at the right moment, be passionate about the book--that's so > hard for me, LOL, share my connections). Her lesson on > inference using Encounter was super and I appreciated her > for taking us through it step by step. One of my favorite > quotes: "We are engaged when there is something touched > inside of us--our common human creativity, the capacity to > articulate deeply resonant themes and emotions of life, and > an appreciation that is bigger than the sum of our words and > our thinking." I really loved reading this chapter and will > reread it! > Did you read it yet? Skip to it if you must! > Judy

I liked this chapter because it verified what I do with my 11th/12th grade intensive reading students. We practice what I call habits of effective readers. Most of my students, unlike Larner's, do not recall ever doing this before, with the exception of "predicting." And, when my students predict, they usually aren't basing their predictions on the context clues, instead they make totally random, off-the-wall guesses based on sitcoms or real-life situations. So, basically, I feel like I'm starting from scratch half the time.

I also like the inference lesson using Encounter. I wish I had a novel that tied into those themes/settings so I could use the book.

And, yes, her reminders/hints were especially important. I'm good at sharing my connections but sometimes have to work really hard to get my students to share theirs (it can be hard to get students to share in upper level intensive classes for fear that they will sound "dumb"). I think I'm good at being passionate about the book/stories since I get to choose almost everything we read (if I didn't really like, why would I choose to teach it?) but I admit it can be very difficult to determine when to release. Especially when most of my students don't want to do any thinking for themselves and so are more than willing to play dumb so that I model it for them again. Sometimes I just have to release them and hope I'm not throwing them out of the nest before they're ready to fly.

Really looking forward to next week's discussion since chapter 11 is by Cris Tovani!

Jul 17, 2011

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judy5ca Teri, I agree with you when you say, "Sometimes I just have to release them and hope I'm not throwing them out of the nest before they're ready to fly." It's really hard to know the exact right time for release--and it just isn't the same for all kids, is it?

Like you, I'm looking forward to Tovani! Are we the only 2 still reading the book...See MoreTeri, I agree with you when you say, "Sometimes I just have to release them and hope I'm not throwing them out of the nest before they're ready to fly." It's really hard to know the exact right time for release--and it just isn't the same for all kids, is it?

Like you, I'm looking forward to Tovani! Are we the only 2 still reading the book?

Judy

On 7/17/11, Teri wrote: > On 7/16/11, judy5ca wrote: >> This chapter made the book for me! I LOVED Larner's work to >> find out what high school kids remember of strategy >> instruction and her prodding to discover how it helps them >> as readers. She shows how metacognitive work is still ever >> so helpful for older kids. I appreciated the hints (release >> at the right moment, be passionate about the book--that's so >> hard for me, LOL, share my connections). Her lesson on >> inference using Encounter was super and I appreciated her >> for taking us through it step by step. One of my favorite >> quotes: "We are engaged when there is something touched >> inside of us--our common human creativity, the capacity to >> articulate deeply resonant themes and emotions of life, and >> an appreciation that is bigger than the sum of our words and >> our thinking." I really loved reading this chapter and will >> reread it! >> Did you read it yet? Skip to it if you must! >> Judy > > I liked this chapter because it verified what I do with my > 11th/12th grade intensive reading students. We practice what > I call habits of effective readers. Most of my students, > unlike Larner's, do not recall ever doing this before, with > the exception of "predicting." And, when my students predict, > they usually aren't basing their predictions on the context > clues, instead they make totally random, off-the-wall guesses > based on sitcoms or real-life situations. So, basically, I > feel like I'm starting from scratch half the time. > > I also like the inference lesson using Encounter. I wish I > had a novel that tied into those themes/settings so I could > use the book. > > And, yes, her reminders/hints were especially important. I'm > good at sharing my connections but sometimes have to work > really hard to get my students to share theirs (it can be hard > to get students to share in upper level intensive classes for > fear that they will sound "dumb"). I think I'm good at being > passionate about the book/stories since I get to choose almost > everything we read (if I didn't really like, why would I > choose to teach it?) but I admit it can be very difficult to > determine when to release. Especially when most of my > students don't want to do any thinking for themselves and so > are more than willing to play dumb so that I model it for them > again. Sometimes I just have to release them and hope I'm not > throwing them out of the nest before they're ready to fly. > > Really looking forward to next week's discussion since chapter > 11 is by Cris Tovani!

Jul 17, 2011

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dc I'm still here, but a little brain dead as I've been in algebra training all day long the past few weeks. So far, I've agreed with everything the two of you had to say and haven't had a lot of NEW to offer. Sorry about that! I'll try to be more proactive and get with it again!

Jul 18, 2011

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