Discussions+from+Reading

//Deeper Reading// - Kelly Gallagher
 * Read pp. 11-24**

1. Do we teach and model reading things more than once? Do we teach and model reading? 

2. We remember:

10% of what we read 20% of what we hear 30% of what we see 50% of what we both see and hear 70% of what we talk about with others

What method are we using in our classrooms?

3. Try activity in class on pp. 17-19 with using metaphors; great way to discuss comprehension, writing, comparison, syntax, vocabulary, etc.

4. When we read a book, we need to discuss what the story means to us (21st century) audience now. Think about the following (p. 20):
 * Why should we read a story that took place ___ years ago?
 * Why do we devote valuable instructional time with this book?
 * What does it mean to me? (student's point of view)


 * Read pp. 25-50**

1. Cold reading is a bad idea. Students need prior knowledge in order to understand what they are reading.

2. "We need to be certain that today' s curriculum contains connections to their past experiences, not just ours" (Sousa 2001, p. 49).

3. "How a person feels about a learning situation determines the amount of attention devoted to it" (Sousa 2001, p. 43).

4. Create "literary tour guides" to help teach reading to students. Building prior knowledge increases understanding.

5. Anticipation guides - use these to frame major ideas and themes

6. Theme spotlights - helps prompt students to think about ideas from the text

7. Focus poems - read thematically related poetry in order to prepare students for a major literary work

8. K-W-L-R Charts - activates and builds prior knowledge

9. Use daily focus questions: text-dependent and text-independent

10. Word game