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In 1900, human knowledge doubled every 100 years.  In 2014, it doubled every thirteen months.  By 2020, it will double every twelve hours (xvi)

Wow! - Great quote to help understand why instructional practices need to continually change.

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If we teach today as we taught yesterday, we rob our children of tomorrow - John Dewey
Love this quote and need to keep John Dewey's ideas about constructivist learning front and center in our minds during classroom teaching and  PD session

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Vicki's language to remember:
What is the text really about?
What might the author be trying to show us about what it means to be human in this complex world? p12

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Want students to construct meaning?  Sometimes pick a text that is relatively accessible at word and knowledge levels but offers readers challenges at the meaning level p.22
Want to think more about this and look at texts with this lens

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Chapter 3 - Critical and Creative Thinking

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Chapter 3 - Critical and Creative Thinking

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In our rush to get answers or have students make claims, we rarely give them enough time to truly engage in critical thinking. p32

If we let children ponder for bit, Maybe... Could it be that... Perhaps... then they might be able to revise their ideas as they read and reread.

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" just in time, just for me, just for where I am in the learning process and just what i need to help me move forward." p.52

We all need feedback and an opportunity to give ourselves feedback so we know our next steps as learners.

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Writers convey meaning indirectly through patterns that change and break.  Readers look for patterns these patterns

A big pattern broke here....I bet you are wondering...

Have you noticed that each time we see a pattern break, we revise or add to our thinking?

Why do you think the character is saying, doing or thinking that?

Why did the writer....

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When planning interactive reading aloud lessons, look for stopping points where the pattern breaks and changes

Encourage students to question the pattern and keep reading with those questions in mind - (This is what they should be tracking)

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Readers must be tentative before they are certain

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Nonfiction readers need to figure out things about the facts:
- How they are related (through cause and effect, parts to whole, idea and example.etc.)
- What they might imply (e.g. any conclusions or generalizations readers might draw from the facts
- How a phenomenon, process of event works or happens (p 139)

But while expository nonfiction writers may invite us to marvel at the information they present, their authoritative, often nothing-but-the-facts tone can actually discourage questions.

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- Nonfiction writers frequently give readers only one chance to catch something that has been stated indirectly.

- As you read, try to consider not just what you are learning about ____________ but  what these facts help you understand about ___________.

- Look for places where the writer has conveyed something in-directly or simply not connected all the dots.

We know nonfiction writers want to inform their readers about the topics they're writing about by giving lots of facts and information, but they don't always explain those facts well enough to answer a question or use them in our writing

- Do I really get this or am I confused?
- I think we're confused because this is one of those places where the writer hasn't come out and directly told us something. Instead he expects us to figure it out, and nonfiction readers often do that by thinking about how a word or fact connects to other parts of the text.
- I think I see another one of those places where the writer hasn't come out and directly told us something but expects us to figure it out again.

Do we really get this or are we confused?
(Vicki uses the word, "we" - this is important in teaching problem solving.  Puts you on the same team as the kids)

Why might the writer be telling us this?

How might this part connect to what we've figured out so far?

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Read the text to identify the particular places where a reader might..
1. Need to figure out how one or more facts relate to others
2.  Draw a conclusion or generalization from the facts
3.  Consider how and/or why something actually works or happens

Planning stopping points- notice where the writer conveyed something implicitly or simply left something unsaid.

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https://www.youtube.com/watch?v=sfmQvc6tB1o
Great to use in workshops about reading response, opinion writing and informational writing

Einstein Quote
"If you can't explain something to a six-year-old, you don't understand it yourself."

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Look at the language- Parenthetical comments, word choice, "loaded language"

Notice how the facts have been structured or arranged.
Notice patterns
Think - What might the writers want us to understand about these facts?
Add ideas together to arrive at more complex and nuanced understandings.

What do you think a main idea is?
How do readers find the main ideas when the writer doesn't come right out and state them?

To find main idea, readers think about what the writer might want us to understand paragraph by paragraph or section by section.  Then we combine those to create one that captures the whole text.

Do you think these are all separate ideas or could some be connected?  If so, could we sort and group them into categories?

We are going to try to combine these ideas because writers often want us to understand more than one thing. (and, but, because so, while, when, although, until and since)

Readers can always have their own opinion about the facts themselves and what the writers wants us to understand.  It is okay to agree or disagree but you want to distinguish your opinion from the authors.
What do you think about the facts the author has presented (what's your opinion) and why?
What do you think the author things about the facts and why?
Do you think the author sees things the same way you and /or the people he has quoted do or not, why or why not?
What do you think about what the author seems to think?

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Students need to know the difference between facts, topics and ideas.

Readers don't really find ideas in texts; they construct them from the details they notice.

Readers don't have to agree with an author's opinion, but they should always consider it in order to understand the complexity of a topic or an issue.

Look at the writer's choice of words -especially those that carry positive or negative connotations

Think:  Could these words point to an opinion or bias?

If readers don't closely attend to who's saying what, they can misattribute thoughts and ideas to the author.

Kids need to know how to distinguish an author's point of view from that of someone he's quoted.

Teach the way of thinking and the way of reading and writing, not the scaffold. p. 182 - Need kids to be flexible, fluent and diverse thinkers.

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Ask the student you're conferring with to open his book to wherever he stopped reading.
Read forward a few paragraphs to a page as student reads.
Teacher considers what it means, with the student thinking about how this part adds on, complicates, or challenges what he has already read, while you develop a first draft understanding.

Figure by piecing details together.  Research the meaning she has done to make this meaning

Use what you've learned to set the student up to problem solve.

Research the student's response to your teaching and agree on a plan.

Questions She Asks: Is there something you are trying as a reader?
Are you wondering anything?
What have you figured out so far?
Is there something you're hoping you'll understand more or figure out as you keep reading?
Have you noticed any patterns or things that are repeated?
Do you have any ideas about what the author might be trying to show you?

Does that part make you wonder anything?
Does it connect or fit with anything else you've noticed or have thoughts about?

Does it add to or change anything you might be thinking?
Are the characters doing anything similar or different here?  If so, how and why?

Do you have any ideas about what it could mean?

page 202 - Reread to see how she sets student up to problem solve

Ask students to tell you or write down in their notebook in their own words what they are going to do.

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Remember Vicki's method for helping students choose a book:
figure out the meaning from the words they understand.
Does it make sense?

Have them read the opening page or two to see if they can figure out who the characters are, how they're related, and what seems to be happening to them, when and where

page. 17 rule - should know who characters are, what sorts of problems they face and why

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I just looked at the GE Idea video!  It is so touching and inspiring.  It definitely connects to Vicki's explanation and push for how to develop a true concept of ideas

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I just looked at the GE Idea video!  It is so touching and inspiring.  It definitely connects to Vicki's explanation and push for how to develop a true concept of ideas

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Mona Goodman