getting smart about something you choose....
Monday, Oct. 12th, 10:15-11:15am
2475 Jefferson Street
Metacognition and Annotation - What Good Readers Do
Most teachers ask students to “own” the text-- there is an expectation that they internalize material, make connections, and determine what isn’t yet clear-- but the process of learning to think in that way takes time and practice. Metacognition is learning to understand one’s own thought processes, and by giving structure to this, we can help shape the critical thinking skills necessary for success in the classroom and beyond.
You may consider this if: you are curious about the habits of "good readers" and how to help students internalize these behaviors.
Reading Digital Visualizations
The digital age has made data visualizations very popular indeed. You’ve seen them on social media, and there are tools out there that will help you create your own. Reading a data visualization requires a different kind of reading than that students use for plain text. Today, a tour through some of the neatest ones I’ve encountered in my surfing, for a variety of subject areas.
You might consider this if: Your course requires more interpretation of visual images, chart, graphs, infographics or you are looking for new and different ways to engage students with both technology and "digital reading". ***hint, hint*** social studies and science.
Words and Phrases: Academic Vocabulary
Kids learn vocabulary throughout their lives. Early on, vocabulary development starts by kids listening to adults, having conversations with adults, and reading on their own. Many times, our ELs, low SES youth, foster youth, and homeless youth do not have these opportunities to engage with adults in English. Older kids will struggle to learn vocabulary when they don't engage often in conversations, don't read on their own, and have difficulty applying strategies as they encounter new words. Students need consistent direct instruction in order to acquire strategies and interest in learning new words, which will enable them to understand and respond to prompts and directions.
You might consider this if: you would like to spend some time to define academic vocabulary and justify the importance of explicitly teaching academic vocabulary in all content areas, design strategies for explicitly teaching the academic vocabulary for a prompt in their own content areas, add sentence frames to a prompt to help students reply to questions, and apply strategies for using sentence frames.
Facilitator: Rick Underwood
The connection between reading and writing in developing literacy is a no brainer. Starting with a quick write to connect self to text, participants will experience prereading and scaffolding activites along the way. Rick will debrief the process and connect it to your own practice.
You might consider this if: you are a humaniteis a teacher and/or just stepping into explicit close reading activities in your content area.
Facilitator: AVID Elective Team
This past summer, our AVID student leaders shared with us the need for more reading support. AVID Elective teachers recognized this student need and opted to make reading part of our Site Team Plan. For Monday’s session, AVID Elective teachers will be selecting a reading strategy/process that can be used with digital sources. We will continue our work by identifying our outcome, action(s), timeline, and evaluation of our reading goal.
You might want to go to this one IF:
You are curious about the "fishbowl" protocol AND you want to learn more about AVID critical reading strategies.