Close Encounters of the Metacognitive Mind Teaching Close Reading by mercy2beans111

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									Encounters of
the
Metacognitive
Mind
Teaching Close
Reading Strategies to
Create Reflective
Readers
Overview

   Teachers will acquire and implement
    metacognitive close reading strategies
    in the classroom in order to increase
    comprehension and create more
    reflective readers.
Outcomes

 Teachers will understand the concept
  of “perfect practice” and be able to
  create it in their classrooms.
 Teachers will utilize key research-
  based instructional strategies for
  teaching in a block schedule.
Meta WHAT?
Group Discussion:
What is metacogntion?
What are your experiences
(if any) using it in your
teaching?
Meta WHAT?
“Metacognition refers to one’s
knowledge concerning one’s own
cognitive processes or anything related
to them, e.g., the learning-relevant
properties of information or data. For
example, I am engaging in
metacognition if I notice that I am having
more trouble learning A than B; if it
strikes me that I should double check C
before accepting it as fact.”

   -J. H. Flavell (1976, p. 232).
Metacognitive Survey

This is an excellent resource to use with
your students.

         Metacognitive Reading
          Awareness Survey
Metacognitive Strategies
Thinking Notes
 This procedure helps students
 become more involved in their
 reading by recording their thoughts
 about the text. The strategy consists
 of a notation system that records
 students’ reactions to what they
 read.
These are some common
thinking notes that students
might use:
    yes      agree
    X        disagree
    +        new
    !        WOW
    ?        I wonder
    ??       Don’t understand
    *        important
Metacognitive
Strategies:
Thinking Notes
   Since marking in a book is an issue at
    times, strips of paper or sticky notes can
    be labeled with the marking systems and
    placed on the page.
   It is advisable for students to add page
    numbers to their thinking notes.
   Different colored sticky notes can be
    used by students to track a variety of
    targeted literary elements such as theme,
    character development and relationships,
    motifs, and many more.
Metacognitive
Strategies:
Reading Aloud
 Students are never too old to be read
  to – nor are they ever too old to read
  aloud.
 Reading aloud allows students the
  chance to demonstrate their personal
  interpretations of characters and
  stories.
 The “Read, Pause, Think” method
  provides opportunities for teachers to
  discuss audience, point of view, and
  especially tone.
Metacognitive
Strategies:
Thinking Aloud
   This technique encourages students to
    discuss their thinking processes
    intermittently while they read aloud.
   In the annotation that follows, the poem
    has been bracketed into natural reflection
    points with comments indicating possible
    reflections students might have during an
    initial reading.
                                    Funny names, I

Hazel Tells Laverne                 wonder what she
                                    will “tell”


last night
Im cleaning out my                  Why my? Words
                                    look strange – no
howard johnsons ladies room         punctuation


when all of the sudden
up pops this frog
                                   Where does the
musta come out from the sewer      frog come from?


swimmin around tryin a
climb up the sida the bowl
                                   Gross! The frog is
so i goes ta flushm down           in the toilet! I’d
                                   scream and run.

but sohelpmegod he starts talkin
bout a golden ball
                                     Reminds me of
and how i can be a princess          a fairy tale –
                                     she will have to
                                     kiss him.
Metacognitive
Strategies:
Ladders of Questions
   Teachers are familiar with creating study
    questions for quizzes, tests, and
    discussions.
   To help students learn how answering
    questions leads to greater understanding,
    teachers can create sets or ladders of
    questions that promote progressive
    thinking and closer reading.
   The ladder can be divided into three
    types of questions: literal, interpretive,
    and experience-based.
                Metacognitive
                Strategies:
                Ladders of
Questions            Questions    Answers
-Connecting                                 -Found by testing the
ideas of a text against                                             Experience-Based
-Link text to prior knowledge,              readers’ schema
other texts, or experiences                 -Good answers lead to
an appreciation of the                                  text and
 Questions
further discussion.               Answers
 -Inferential                     -Found by following patterns
 and seeing                                                           Interpretive
 -Motive of author or character              relationships
 among parts of the text
                                  -Good answers lead to an
 identification of                           significant patterns
 Questions                        Answers
 -Factual                         -Found directly in text            Literal
 -Address key elements            -Good answers lead to an
 accurate                         and complete summary of text
Ladders of Questions Jigsaw
   For the following passage from “Marigolds,”
    create four good examples of literal,
    interpretive, or experience-based questions,
    depending on which “rung” of the question
    ladder your group is responsible for.
   Regroup, taking your group’s questions with
    you. In your new group, choose two of the
    best questions from each rung and have all
    members of the group answer them
    individually as a group assignment on poster
    sheets. Be sure to include all group
    members’ names as well.
Metacognitive
Strategies:
Reading Journals
   Students can enhance their close reading
    skills by keeping reading journals.
   These journals consist of written responses
    that express students’ understanding of
    questions about a piece of literature.
   Teachers need not mark or line-edit reading
    journals, but will probably wish to search for
    patterns in the responses that indicate
    growth.
   This is an excellent low-stakes exercise, and
    a formative assessment students may refer
    back to when composing a formal literary
    analysis.
Metacognitive
Strategies:
Reading Strategies
Questioning
   Ask questions about what is happening.
   Explore (determine) reasons for what is
    going on in a story.
   Explain how a character feels.
   Write down what confuses you.
   Determine why the author chose some
    distinctive words.
Metacognitive
Strategies:
Reading Strategies
Connecting and Reflecting
   Describe similarities between what you
    are reading and what you have
    experienced.
   Explore the ways this book makes you
    think and feel.
   Describe similarities between what you
    are reading and what you have heard
    about or read about
Metacognitive
Strategies:
Reading Strategies
Predicting
   Try to figure out what will happen next in
    the story.
   Try to predict how the story will end.

Reviewing
   Stop at times to review what you have
    read.
   Summarize.
Metacognitive
Strategies:
Reading Strategies
Evaluating
   Form opinions about what you have read.
   Develop images and ideas about characters and
    events.
   Think about how this nook compares to others
    you have read.
Citing Quotations
   Cite parts of the book that you think are
    examples of good writing.
   Comment on your thoughts about each
    quotation.
Metacognitive
Strategies:
Reading Strategies
Recognizing Words
   Use context clues to determine meaning.
   Consult a dictionary.

Self-Correction
   Read to make sense.
   Read on.
   Reread.
Magic Squares
Vocabulary Review
Directions: Match the vocabulary words with the
  corresponding definitions. Then, fill in the
  magic square by putting the correct number of
  the definition into the box that corresponds with
  the correct letter of the vocabulary word. If your
  work is correct, then the numerical total will be
  the same for each row across and each column
  down. Make sure to add up the rows and
  columns as you work, to ensure that you are
  coming up with the same number each time. If
  not, go back and check your terms and
  definitions, fix any errors, and try again! If you
  solve the magic square correctly you will earn 3
  extra credit points on your vocabulary test!
Metacognitive
Strategies:
Annotating Texts
   While annotating texts, students mark
    that pages of the book, passage, or
    poem that they read.
   Some readers mark up the text
    extensively, while others mark only the
    parts they consider most significant or
    problematic.
   What is important is not how students
    annotate or even how much they
    annotate, but that they annotate.
   The mere act of marking the page as
    they read makes it more likely that
Self-Reflection:
Partner Discussion
 What was the most valuable tool that
  you learned today?
 What could we have done better to
  help you learn today?
 How can the tools you learned today
  be used in your grade level and
  classroom?
Sources

   Metacognitive Reading Awareness Survey
    Teaching Reading in Social Studies by Jane K.
    Doty, Gregory N. Cameron, and Mary Lee
    Barton, McREL, Aurora, CO 2003.
   The AP Vertical Teams Guide for English, The
    College Board
   Tools for Teaching the Block, Roberta L.
    Senjost
   Magic Squares Student Activity, Nicole Lemme

								
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