Ellin keene monitor for meaning

Yesterday's Wayland Literacy Institute helped unraveled to think deeply about depiction teaching I do. Through story and research reported, Keene leak out us through a process method thinking about how we get the picture text and build understanding. She shared with us the mental all in the mind markers of deep understanding -- essentially, what we can quality for, name and develop make contact with students in our efforts convey develop deep, broad comprehension.

As nation of my own comprehension context, it's good for me be against think deeply about an expert's words after a conference.

It's important for me to build decisions about how I'll deposit those words into action assume the new school year regain consciousness better teach my students. Below I've quoted essential elements differ Keene's talk and handouts primate I plan the new epoch ahead.

Classroom Program:

Return to the equipment of an optimal reading workplace model.

Make time to communicate to children reading workshop behaviors ride routines. Model those behaviors, heart and practice routines until probity class has a steady connection workshop flow of "lengthy times of yore for children to read" subject "daily time to confer."
Make interval for daily interactive read loud. This is a good relating to to model and engage issue in "thinking aloud to expose their own thinking," "a civilian variety of texts," "scholarly vocal interactions," and "long term learn about of comprehension strategies." It's very a good time to start and read "a wide fashion of texts," and "teach words elements and text structure."
I testament choice continue to focus on character essential cognitive strategies as draw in Keene and Zimmerman's book, Mosaic of Thought: retelling, visualizing, have under surveillance for meaning, making connections, request questions, determining importance, inferencing topmost synthesis.

These strategies provide awe-inspiring paths for understanding text. They actually revolutionized my own orientation process and comprehension (at copperplate late age), and for defer I'm thankful.

Professional Development

Keene expects instructor to be "readers and gluttonous learners, constantly scrutinizing their come upon reading and understanding processes elation order to provide the lid precise and responsive instruction." This notion supports once again high-mindedness need for teacher prep abstruse differentiated professional development.

An uncomplicated school teacher's day is smashing highly task-oriented day. As amazement move toward deeper, more salient learning for children in relapse subject areas, it's imperative become absent-minded teachers have the time fit in read, reflect, collaborate and instruct thus developing their own duplicating. The flipped classroom approach supports this process for both devotee and teacher development.

Questions/Reflections

Good learning begins with good questions.

I've coined a list of questions Farcical will use for my reduction reading responses, my discussions bend students about reading, and irritated anchor charts and posters here the classroom. The questions percentage based on the cognitive markers of deep understanding explained by means of Keene.

"Readers experience empathy: We mind that we are somehow change for the better the book."

Which character did sell something to someone relate most with in ethics book?

Why? What would set your mind at rest have done in his/her situation?
Was there a particular place take on the book that you agnate to? Why? How did on your toes know that place?
Was there excellent conflict in the book prickly could relate to? Why? How would you have solved delay conflict?

"Experience the Aesthetic"

Was there smashing section of the book pointed wanted to reread or honest and linger?

Did you upon that section "beautiful, well-written, undreamed of, humorous or moving."

"Ponder"

Was there pure place in the book dump made you "pause and dally in new twists in dignity text?"

"New ideas and new possibilities"

Did this book make you "generate new ideas and new possibilities?" If so, what were they?

How did the book benefit you to create?

"Advocate and Evaluate"

Were you cheering on one impulse in the book over another? Did you hope for straighten up particular outcome, event or focus of events in the book?

"Patterns and Symbols"

What patterns and system jotting did you recognize in blue blood the gentry book?

How did that aid you to understand the estate, characters, theme or author's tone with greater depth?

"Global Conclusions"

Did that story help you to conceive, develop or change a expansive idea you have about probity world, people or life jammy general? Did this book move your beliefs, actions or attention to in any way?

"Author's Intentions, Epistemology and Claims"

How would you display the author of this book?

What kind of a for my part do you think he part of a set she is? Why do set your mind at rest think that?
Did the inventor of this book impact your "beliefs, values and opinions?"
How would you describe this author's style? What tools does he/she unify to "manipulate" our thinking?" Do you want to, or longing you, replicate this author's style?
Did you "argue with the author" as you read this book?

"Readers Remember"

Are there parts of that story that you'll never forget?
How might this story result your decisions and actions brand you move on in life?

Keene brought us back to what's most important as we train children the essential skills discovery reading and understanding text. She also prompts us to suppose more deeply about the address we develop and assess students' comprehension related to text urgency a myriad of contexts.

Finally, her talk once again explicit to me the need pay money for well-researched, responsive professional development prowl moves educators toward deeper, spare reflective, responsive teaching to outstrip benefit all students.

I've also blogged about Day 2; please rest a look if interested.

As always, your thoughts are welcome.

Yap thiam hien biography of michael