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1. Thinking about thinking
2. Making thinking visible
3. An inquiry into how readers make sense of text
4. Students become active agents of their own learning

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1.     Box 4.1 Exploring Students’ Concepts of Reading (pg. 91) – and track evolving views of reading throughout the year

2.     Box 4.2 Students Practice Think Alouds (pg. 93) – practice with a task that does not have to do with reading, like the pipe cleaner activity

3.     CC 4.1 Thought bubble activity (pg. 94)

4.     Box 4.3 Capturing the Reading Process (pg. 95)

5.     Building a Reading Strategies list (as a class, refer back to constantly) (pg. 95) – CC 4.2 has example

6.     Box 4.4 Questions to Elicit Student Thinking (pg. 99) – contributes to culture of inquiry

7.     Box 4.5 Fix Up Steps for Confusion (pg. 100)

8.     CC 4.3 The vocabulary of reading research – let students in!

9.     CC 4.4 Reciprocal Modeling of a Think Aloud (pg. 104)

10.  Box 4.6 Introducing Think Aloud (pg. 105)

11.  Metacognitive Bookmarks (Box 4.7 pg. 106) – help with modeling Think Alouds

12.  CC 4.5 “Relationship with text” – it’s all about how you frame this – careful preparation (pg. 107)

13.  Talking to the Text – introducing it (Box 4.9 pg. 109) and student sample (box 4.8 pg. 108)

14.  Metacognitive Double-Entry Journal Routine – samples Box 4.10 (pg. 112) and Box 4.11 (pg. 113), classroom narrative CC 4.6 (pg. 114)

15.  Metacognitive Log Routine – Template Box 4.12 (pg. 116), pair work Box 4.13 (pg. 117), classroom narrative CC 4.7 (pg. 118)

16.  Think-Pair-Share and Think-Write-Pair-Share – box 4.14 pg. 121 – collaborative structures! Scaffolding partner work (CC 4.8 pg. 122); Partnering to Think aloud and get the gist (CC 4.9 pg. 123)

17.  Teachers’ Role in Small Group Work Box 4.15 pg. 125

18.  Structuring Small Groups Box 4.16 pg. 126

19.  Metacognitive Funnel Box 4.17 pg. 128 – model it for students pg. 129

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To use with tonight's strategy practice

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Metacognition Resources from the Reading Apprenticeship Website

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Metacognition Resources from the Reading Apprenticeship Website

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Metacognitive Bookmark: https://readingapprenticeship.org/resource/metacognitive-bookmark/

Metacognitive Reading Log: https://readingapprenticeship.org/resource/rfu-metacog-reading-log/
Pair Work Log: https://readingapprenticeship.org/resource/rfu-metacog-pair-log/

Metacognitive Funnel: https://readingapprenticeship.org/resource/rfu-metacog-funnel/

Confused? Fix Up Steps: https://readingapprenticeship.org/resource/rfu-fix-up-steps/

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I have used double entry journals many times in my career. I really liked the metacognitive double entry journal. Should I be allowed to teach a novel again, I would use this instead of the more structured journals I have used in the past. I loved the example bookmark as well. The steps in Box 4.9 on page 109 are extrememly helpful for teacher just learning how to have a metacognitive conversation with students. I've had many, but still liked seeing the steps laid out.

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This section had a lot of useful strategies. It emphasized the importance of collaboration in the classroom. This has been more challenging than ever in the time of social distancing, but we need to find ways since it is so critical to the learning process. I've used think/pair/share and think/write/share in the past. I will continue to use those. Sometimes group work can be difficult, no matter how long you've been teaching, because you have to adjust your thinking on the role you take in your classroom and it can be difficult to give up control. The description of a teacher's role and also the structing ideas for small groups are helpful for me even as a veteran teacher.

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I love the idea of allowing students to see how their reading has evolved through frequent and consistent logging. One activity I like to do is have students list all of the books they have ever read. This opens the student's eyes to all they have accomplished, the change in their reading preferences, the variety of novels, and their ability to connect through commonalities (share their list with classmates). I keep track of all the books I read every year. A fun activity would be to allow students to see my entire list of books read and have time to explore them through researching. I feel this would spur their curiosity and inspire them to continue reading.

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I am a big fan of the Confused? Fix-Up Steps. It helps students develop inference, which can help them in the adult world as they approach conversations that may be above their current intelligence level. It will also help students to deal with the struggles of reading collegiate level text. It can expand vocabulary. So many benefits. I would love to bring in some real world examples to practice with such as: IKEA directions, technology directions, lower level college text, maybe even some articles in Spanglish.

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Teaching them to have conversations with the text is only half of the battle.   They also have to learn to what types of thinking might be going on in their minds and what to do with their thinking in order to become stronger readers.   They have to learn to become problem solvers. Part of teaching them to admit confusion is also helping them find all the tools readers can use to deal with confusing pieces of text.

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I really liked the example in this section of using metacognitive reading as a revision stategy. Students have their peers read their work using metaconitive strategies, and then revision becomes a discussion based on those notes. I thought this was such a cool idea. Revision tends to be very structured based on the assignment. I can see students having an oppotunity to get completley different types of feedback using this method.

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I liked the idea on p. 102 for having students take notes/document their thinking while the teacher reads aloud. Having something active to do is important for modeling to be effective- otherwise students are passively listening and not engaged. I think it could also be an opportunity for them to develop their own ideas or build on ideas from the model.

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The beginning of the section on p. 119 discusses the importance of relationships and student-to-student discussions, which are two big focuses on my campus this year (Highland HS). In the discussion of small groups, I thought the variety of groups was interesting. I've typically done heterogenous groups based on academic performance, but hadn't considered using the social components mentioned on p. 124 (ethnicity and gender). I also liked the idea of skill based groups like the quiet kids and talkative students so they could practice leadership and listening skills, respectively.

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I agree with Alaniz's response; the section that stood out the most to me was on page 133 in the classroom close-up 4.10 with using the double entry journal as a peer review tool. I can totally see how this would be effective, even in my science classroom with our bigger writing assignments like the Lab Reports. I have done some peer review in my classes already, but I can see how this could be more effective than the traditionally structured peer review because it helps both students build literacy AND learn from each other's insights.

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I found pages 129-130 in this section to be extremely helpful because it provides some teacher tools (probing and guiding questions) for various situations in scaffoldings students in talking about the text in their groups. I also think it is important, like it mentions on page 130, that students are aware that the goal of becoming good readers is to help empower them in reading, understanding, learning, and making decisions in all of their classes and in life!

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This sections stood out to me the most in this chapter. On pages 119 and 127 it really emphasizes that in focusing on collaboration in the classroom students are able to take ownership of and be accountable for their own learning and thinking. On page 126 it says that the goal of partner work, that students need to be aware of, is for students to learn from each other and not just so that they can split up their work and get it done faster. This is something that I discuss with students early on in my classes because it is common in our first big group work activity for students to try to just get it done faster but the more we emphasize collaboration, the more they can see how working together helps them understand what we are working on in class. This chapter also gives an example that a teacher emphasizes the importance of collaboration by discussing with students how they will be required to collaborate in their future work. I also have this discussion with my students. This section is super important!

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On page 111 there is an excerpt about how a teacher uses the metacognitive double-entry journal routine to get students organized in their own writing and I could totally see myself using this practice/activity to help my students prepare for writing the research paragraphs on their lab reports. So when they are doing their research and they choose the articles that provide necessary information about the experiment they can do the double entry journal with quotes from the article on the left and their responses or how that applies to the experiment on the right. They can then use their double entry journal as a starting point to write their research paragraphs.

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I find the Metacognitive Funnel really interesting and useful. Teaching students how to become familiar, comfortable, and confident with their own thinking processes is one thing. But being able to consistently utilize tools they learn across various content areas, is a whole other thing. When facing different types of text, this funnel metaphor can be helpful in checking or monitoring where students are presently at while interacting with their reading. A deep understanding and buy-in of metacognitive thinking would have to be established first. But then referring back to this funnel metaphor often, as an "attention" accountability check is great. Students, or ideally a whole class culture, can own where they're attention span is really sitting at, if and when they struggle through text. It is intentional and strategic, and one more extended step for students to tuck into their toolbox.

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I enjoyed learning more about all the different metacognitive conversation routines. I have used Double-Entry Journals many times before, specifically teaching them how to interact with the text, but I appreciated seeing how those can be done in other content areas as well. Or even just structured differently for any type of text. Without knowing it, I have modeled Think Alouds before and see even more benefit to intentional practice and prep when introducing that next time to my students. I think the bookmark would be really useful as a quick resource for students to practice independently. I also look forward to trying out a structured Talking to the Text activity for practice. Learning to annotate their own thinking, would be very tangible and assist with bringing out a visual of their metacognitive process.

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I like the ideas presented in these activities to encourage students to identify areas in need of improvement in their reading and to really think about what is challenging in the reading and why. The one strategy that really stood out to me is one I encourage my students to do in their reading all the time because it encourages them to be critical readers and writers and that was the Talking to the Text and Introducing Talking to the Text. There are a variety of AVID strategies that support this strategy and I have been trained in some areas of AVID in a previous district, so I have materials that provide great introductions for students to talk to the text and we practice this consistently not only on text they read in the history class, but also with their own writing--when students take notes in the Cornell Notes model, they can use that left-hand column to interact and "talk" to the text they wrote down--this also encourages them to have opinions about the history they are learning and helps develop their argument skills.

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It is so important for students to ask questions in their own learning and honestly, this dates all the way back to Socrates in Ancient Greece who encouraged his students to always ask questions (hence the Socrative Seminar's name! My students are always surprised when I explain where the name of that activity came from-they never put it together even after learning about Socrates). I also think the inquiry culture in the classroom is vital for student success in a growth mindset classroom. I was fortunate to attend a Teacher Leadership Institute this summer with the AZ K12 Center and one of the speakers was Trevor Mackenzie who has a book called Inquiry Mindset. His ideas, his suggestions for teachers, and his training are outstanding. I know Mesa Public Schools brought him in this year to provide multiple trainings to their teachers (would love to see GPS do this!). By providing an inquiry culture in the classroom, students are able to take charge of their own learning and in turn their own reading just as chapter 4 reinforces with the metacognitive process about themselves as readers. I explicitly teach students in my history classroom how to write meaningful questions and use a process called Levels of Questions (which I believe comes from one of our fabulous PD ladies--either Brit, Julia, or Wendy) and the students begin to understand how to write a question and in turn ask questions that elicit quality responses. I think I would apply this strategy toward teaching students how to ask questions about their own reading to help them navigate challenging historical texts.

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I thought this chapter was so important in helping students become active agents of their own learning. When students read something out loud to the class and it makes no sense the way they read it, we know they are not comprehending the historical content of the story. This chapter is vital in helping students make their thinking visible to improve comprehension.

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I would like to try Think Aloud in my history classroom. I will model with a brief segment of text and then invite students to comment, model again, and then invite students to comment, and so on. We will try first with the whole class practicing and then with partners independently. I think we will have marked improvement in learning to think about and comprehend historical text.

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I would like to include the Capturing the Reading Process" from Box 4.3 in my classroom. I will choose a slightly challenging text that is interesting my students. Then I will give students time to read silently and ask them to write down a few notes about what they did to make sense of the text. I will put them with a partner to share their reading processes and then eventually to share with the whole class. I can make a list of reading strategies with the class.

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I liked the "Using a Metacognitive Bookmark" Box 4.7 because of the idea of giving students a bookmark for keeping track of the common kinds of thinking processes I will be demonstrating. I will model the metacognitive bookmarks and ask students to listen for examples. Students can describe some of the thinking processes I used.

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The quote from the high school principal on page 131 really got to me. She said this: "What we're seeing more is teachers involving students in more discussion in the classroom so that students are more actively participating in their education and in talking and thinking about what they're trying to learn, as opposed to teachers up front telling students what they need to know." I would like my classroom to be a place where students think through their own learning and have better discussion participation.

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Many teachers already use this metacognitive approach but don't realize they are doing this.  Having this approach and explaining it in depth is helpful to utilize it .

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Many teachers already use this metacognitive approach but don't realize they are doing this.  Having this approach and explaining it in depth is helpful to utilize it .

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I am so glad they have all these strategies published in an easy to read format to refer to and utilize as needed.  

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I am so glad they have all these strategies published in an easy to read format to refer to and utilize as needed.  

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I love the bookmark idea to have each student keep and available to refer to after they come up with their class list of strategies.

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I love the bookmark idea to have each student keep and available to refer to after they come up with their class list of strategies.

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I wish we could take more time to teach our students these techniques so that we can coach and guide groups or small pairs.  It is hard to let go of that control when you are worried that the class will become out of control.

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I wish we could take more time to teach our students these techniques so that we can coach and guide groups or small pairs.  It is hard to let go of that control when you are worried that the class will become out of control.

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I love this approach because it lets the kids be human... confused, not sure about their work, etc. I think for them to learn that it's okay to not understand something, it will help them grow, not only as students, but in the real world as well. The idea that they are able to ask questions and be confused, I will admit, I have not seen in many classrooms, though it seems like a great idea.

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I love this approach because it lets the kids be human... confused, not sure about their work, etc. I think for them to learn that it's okay to not understand something, it will help them grow, not only as students, but in the real world as well. The idea that they are able to ask questions and be confused, I will admit, I have not seen in many classrooms, though it seems like a great idea.

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I loved this idea as a teacher, but as a student, I would have hated it. I wasn't a big fan of group work in class because one person inevitably does all the work. I think by having kids sit in smaller groups though, it helpes foster collaboration on a different level. I like the idea that the kids can ask each other first, and get comfortable working with their peers before asking the teacher to reiterate x, y, z again. Though speaking to your supervisors is important, I think working with your peers is as well. Further, I think the kids who are able to use their group as a way of learning to get along with people you don't know, or don't like, is a life skill they can use after school. 

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I loved this idea as a teacher, but as a student, I would have hated it. I wasn't a big fan of group work in class because one person inevitably does all the work. I think by having kids sit in smaller groups though, it helpes foster collaboration on a different level. I like the idea that the kids can ask each other first, and get comfortable working with their peers before asking the teacher to reiterate x, y, z again. Though speaking to your supervisors is important, I think working with your peers is as well. Further, I think the kids who are able to use their group as a way of learning to get along with people you don't know, or don't like, is a life skill they can use after school. 

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I love the inquiry-based focus in this section. I think it can be so enlightening and encouraging for students to see and discuss the breakdown of what they are learning as well as that process. Allowing them to question things further, or just question about the process of learning the content and how that happens gives them some control and a sense of safety when the whole class is engaging in that questioning so that they aren't so afraid to take risks in their education.

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I found this section very helpful as a new teacher. I think there are so many ways some if these ideas, like notetaking on the thinking process while being read to or the metacognitive double journal, could be adapted in so many ways to meet the students at a number of levels. It gives a lot of opportunity for variety while practicing active reading.

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I like how much these activities focused on the "why" of what and how students are reading. So many of my students ask why they have to read texts in class or why we annotate and discuss or make predictions, and I think these are great ways to get them engaged with their own progress and what skills they are actually developing. So many of them seem to just not realize what they just learned, and I think these kinds of activities open up so many more conversations and avenues of interest. I have been trying to find ways to encourage my students to read independently since my school is not using novels this year, and I think these could be a great place to start.

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I have used a few different bookmarks for students to have a reference and keep track of what they are looking for and analyzing as they read. I like finding new ones, and the metacognitive bookmark was one I hadn't seen before, but I think could be great. I also thought the Metacognitive funnel was a good way for them to then track the skills and resources they are learning as well.

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I want to make a more focused effort on teaching the vocabulary of reading research (box 4.3). If kids can see that there is a whole discipline of study on the science of reading, many of them might take it more seriously. At least with this common vocabulary we can be more intentional about our reading practices in the classroom.

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I want to make a more focused effort on teaching the vocabulary of reading research (box 4.3). If kids can see that there is a whole discipline of study on the science of reading, many of them might take it more seriously. At least with this common vocabulary we can be more intentional about our reading practices in the classroom.

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Encouraging metacognitive reading is crucial to helping students see where their focus and understanding break down and can help them see how to fix that. I often model that for them as I read aloud (as we read together), and I talk about it as taking off the top of my head. I want them to see how I process and figure out what I am reading so they see that it's not as simple and straightforward as they might think. Even slightly challenging texts require analysis and on-the-fly processing that increases engagement and helps with comprehension and application.

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Encouraging metacognitive reading is crucial to helping students see where their focus and understanding break down and can help them see how to fix that. I often model that for them as I read aloud (as we read together), and I talk about it as taking off the top of my head. I want them to see how I process and figure out what I am reading so they see that it's not as simple and straightforward as they might think. Even slightly challenging texts require analysis and on-the-fly processing that increases engagement and helps with comprehension and application.

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I have used "Dialogical Journals," or Double-Entry Journals in my AP classrooms for several years. Usually, the analysis of any text is much more thorough and thoughtful than I get from students in other kinds of assignments.

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I love the idea of explicitly asking students what confused them from a text and then using that as a jumping off point to model metacognitive reading strategies. Our students are so used to having a question in front of them and producing the correct answer. There are also social incentives to hide any confusion. The Confused? Fix-Up Steps are a really good model to help guide students through a challenging part of a text.

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I love the idea of explicitly asking students what confused them from a text and then using that as a jumping off point to model metacognitive reading strategies. Our students are so used to having a question in front of them and producing the correct answer. There are also social incentives to hide any confusion. The Confused? Fix-Up Steps are a really good model to help guide students through a challenging part of a text.

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This section made me realize that I do not have enough activities (and opportunities) for my students to collaborate and uncover their own misconceptions. I typically know if they get "it" or not by looking at the avg. test score, and by then it is too late, and I am already moving on to the next unit.

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This section reminded me of something that I used to do that I really should go back to....learning groups. I have been doing random groups for years now, but I think that they may collaborate at a higher level if they get to know each other better, and become more comfortable with each other. I just need to focus more on the pros of learning groups and not the cons.

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I liked the idea of having groups based on social mixes. I usually just do random groups because it's an easy fix on IC for seating charts.

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I loved the idea of the Think Aloud and recording it on something that they are fairly familiar with. I'm going to try this with my Chem kids on Thursday as part of a gas laws article they'll use for CER practice.