Read Alouds in Content Area teaching —
— conversation modeling
— strong opinions
— support above level access for students
How can we rev up our read alouds?
– How can writing serve a purpose?
– the level of conversation is high — How do we get the level of writing closer to the level of conversation?
— create an exemplar — we are not creating enough exemplars for kids to see the progression and how they can grow there.
— let’s compose a post-it together
— let’s compose a jot together
— what’s another way we could say this?
— how could we write this to show cause and effect?
— use academic vocab
— precision of language
Non-fiction Read Alouds
create a place where you bring other texts and put them side by side to support understanding and meaning making
need more inter-textual work even in literature
How does this sit in the larger literate body?
Gorillas by Seymour Simon
— author makes assumptions about your background knowledge — If you don’t own that, you need to access other resources.
— notice when I get confused — NOT because of the book level, but because of assumptions that don’t work
— habit of mind — reach for other materials when reading NF
— must create text sets that support that habit of mind for kids
Can provide kids with
— vocab banks
— short pre-reads to back fill information
— tag materials in centers to bring forward to read aloud
— kids can tag own notes, books, center materials, etc — find all the places about XYZ
Works on synthesis — notetaking, organizing, carrying big ideas
— create contrasts to get kids to interact with text, not just consume it
Go back and add to old sketches
Stop and jot notes
— compare your notes to your partner’s notes
— make your notes better — revise
— talk about determining importance in notetaking
Gather facts —
— Prompt kids “This shows…” and “This matters because…”
Contradicting information — Kids need to see the contradictions and grapple with them.
— point of view
— media perspectives — Time vs Newsweek, Fox News vs Bill Mahr
What prompts? Skills? Standards? Content Knowledge?
Create connectivity between materials at centers that create and answer questions
link back to read alouds and to other reading
create theories but also test out — confirm or disconfirm — NB: a quick google search often confirms or disconfirms in a minute or two
Are we using our read aloud in a powerful enough way?
Who was doing most of the work? most of the talking? Our work as teachers should be in the planning, the kids should be doing the work during the read aloud.
Purposeful use of maps – problem solving to ge at map skills
How could this have been better? Plan from what they’re having trouble with — always be in an act of revision — tap into what they should bring from previous year’s curriculums
— reading skill
jigsaw — knowing you will need to teach something positions your thinking!
compare/contrast demo of minilesson with demo of read aloud
Alter Egos — photo presented to kids
— be the people in the photo — not just the subject of the photo, but each of the people in the photo
— now someone be their alter ego — tell what’s going on inside their head that they’re NOT saying
— switch roles
— carry something you’ve read forward and now do it again
— then read XYZ — think about this by carrying your alter ego activity forward
— think about passive roles — presence does not always mean agreement or support — might be afraid or in shock
Does looking or wanting to see mean agreement or support?
— artifacts to support the lecture
— word bank with photos
— choose powerful subject — something the kids won’t forget — something important — something emotionally powerful
— NOT common knowledge — create a WHOA!!
— connection paragraph —
— listening prompt — “listen for…” or “you’ll want to make notes about…”
–claim — “Tenement life was hard” etc
–reason — “one way it was hard…” model the clear structure of an essay
cause/effect structure — structure guides listening
— turn and talk — process ideas, summarize information, synthesize
— notetaking opportunity — stop and jot in your notes
— next reason
— turn and talk
— note take
— another reason
–jot notes (this time NO turn and talk — scaffold toward independence)
— stories stick — think of people no longer with us. We remember stories they told and stories about them
— good way for kids to remember events in history
— after learning more, add/revise and tell the story again and again, deepening and broadening your understanding of the event
Jigsaw the storytelling to expand knowledge
use illustrations to support content information
Start with teacher story telling — then kids can read and do center work and revise with new information
— sound effects — horse hooves etc
— dialogue — imagine who said what
— add details – red uniforms, heavy boots
Paul Revere vs Sybil Luddington
— add perspectives and other stories into the mix
— model skeletal stories with just a sketch or two — let kids add and revise
— pick one major event from the unit of study that you want the students to hold onto — only do that ONE story –over and over with revision after revision
Notetaking — writing longer
Writing Workshop – informational books — opinion writing
Go through notes and find something you could teach
Write a potential table of contents as an organizer
— think about the topic
— how will I teach it? what text structures support it?
imagine multiple possibilities in order to select the one that works the best (CCSS structures work)
begins revision work at a deep level — re-imagine the work and see it anew
Structure Development Conventions
place kids on the continuum
think about lead — place on continuum to find next steps
apply in quick opinion essays — 7-10 minutes in Soc St
creates repeated practice
use checklists to self assess and to prime thinking
keeps the work they’ve done in writing workshop from slipping
require kids to use tools (checklists, charts on wall, charts in their notebooks etc)
on most reading tests, they will end up with 7-12 minutes to crank out a response to reading — and quickly move along to the next piece