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P203

"Students can learn to recognize when they do and when they may need to intentionally operate on texts to build their comprehension."

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"Helping students assemble a toolbox of cognitive reading strategies often means starting from students' sense of themselves as problem solvers in areas other than academics" CH. 6

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"Understanding text is similar to eating pizza. Though you may want to read a large amount at once, you may not be able to understand it unless you take in bits and pieces."---Just like in reading, some students can't understand everything so it's better to chunk the texts.

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"Teaching students to ask questions as they read places the meaning-making process directly in their hands. When students ask their own content-based questions...they ask questions that deepen their engagement or they ask questions that deepen their understanding."

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"When classrooms develop an inquiry culture, students recognize that confusion can be a powerful starting point for learning."

- page 207

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Helping students assemble a toolbox of cognitive reading strategies often means starting from students' sense of themselves as problem solvers in areas other than academics.

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"Hugely more learning occurs when students ask their own questions and discuss the answers together..."

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" When classrooms become places where teachers do things with students, the intellectual culture of the classroom shifts, and students have a purpose for investing in learning."

- page 156

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page 152 .. Using academic language=ge and familiar reading skills will help promote extensive reading

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"Effective text sets do not have to include large numbers of texts; to get started, teachers can think about adding just one text or even excerpting parts of a textbook or book."

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"Reading apprenticeship approach sustained silent reading+ to emphasize it's metacognitive and community-building features."

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Literature circles and book groups increase students' choice of reading, material, build engagement, and promote students' independence as readers (page 178).

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Pg 161 "Text sets can support students in multiple ways. Vertical sets provide a range of entry points for students with different reading experiences, while horizontal sets provide more detail or different perspectives about a topic".

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When classrooms are places where teachers do things for students, teachers are doing all the intellectual work. When classrooms become places where teachers do things with the students, the culture of the classroom shifts and students have a purpose for investing in their learning.

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p 168--Routine use of small text sets helps build students' schema improving their access to the core texts. I appreciate the fact that we do not need to have large cultivated text sets to help develop student understanding.

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Engaging students in extensive reading as a community of readers fosters engagement and creates an atmosphere of mutual accountability.

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Work to comprehend academic texts with the collaboration of peers, with opportunities to write and talk, and with teacher support for modeling and metacognitive conversation helps students build text-based problem-solving skills and dispositions for engaged subject area learning

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"Fluency, stamina, and habit of reading are powerfully boosted through ongoing and extensive opportunities to read."

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When classrooms are places where teachers do things for students, teachers are doing all the intellectual work. When classrooms become places where teachers do things with students, the intellectual culture of the classroom shifts, and the students have a purpose for investing in learning.

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"Developing the habit of thinking about and establishing personal purposes for reading, even for assigned reading, builds students' engagement and motivation - their internalized reasons to read."(page 153)

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Reading for student sometimes becomes comprehending for students as well, because teacher naturally want to make sure students understand the materials being read to them. For students, the result can be debilitating dependence.

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"A surprisingly large number of students have never realized that reading is not the same as tracking and saying the words in the page."

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Practice reciprocal modeling for Think Alouds and Talking to the Texts to get students to engaged in the texts and improve their comprehension (pp. 116).

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In the "Thinking about Thinking" section of Ch. 4 on pages 97-98, it states, "Students should understand that they will be making their thinking visible to themselves and others by monitoring and repairing their reading comprehension and by means of internal and external conversation and writing."

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Pg 97 "Teacher often follow up students' in a Think Aloud experience that does not involve reading at all, one that allows students to focus almost entirely on metacognition" 2 paragraph

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"A surprisingly large number of students have never realized that reading is not the same as tracking and saying the words on a page. Comments such as the following reveal just how common it is for students to be unaware that text is supposed to have meaning. They relate 'reading' with their experience of learning to read in the primary grades--decoding."

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Thinking about what your thinking. It is very common for people to read to pronouce and not to understand. Metacgonitive puts a emphasis on reading and thinking about what you are reading.

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"When you read, there should be a little voice in your head like the storyteller is saying it. And if there's not, then you're just looking at words."

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A "Reading Strategies List, should be seen as living document one that remains posted and available for adding to and revising."

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Many Reading Apprenticeship teacher tell us that building and continue referring back to the Reading Strategies List is one of the more important literacy routine they integrated into their teaching.

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Pg 75 Building Relevance

"RA teachers use thematic essential questions and cycle back to them regularly during a unit of work." Essential question that support students in reflecting on the role of literacy in various contexts, both in and outside of school

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page 58 Suggests the use of social dimension in the classroom to create a safe and collaborative learning environment and connection with students.

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To gain students' trust and active participation it would be necessary to create a sense that students and teacher form a community of readers. To buy into this community effort, students need to feel safe.

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For teachers, knowing students' interests and goals helps in several ways, including in forging connections to the curriculum and to reading, in drawing students' interests and experiences into classroom conversations...

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Teachers should promote student-to-student academic conversation to improve comprehension and collaboration. Sentence frames should be provided to encourage meaningful dialogue.

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"To gain students' trust and active participation it would be necessary to create the sense that students and teacher formed a community of readers, committed to a collaborative inquiry aimed at understanding and improving their reading. This meant making sure students felt that their classmates, as well as their teacher, valued their participation. To buy this community effort, students first had to feel safe." Page 61, paragraph 2

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Providing students opportunities learn from each other by sharing what they understand from a reading to their peer(s)

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"By asking students to learn something new, we are, in effect, asking them to become someone new." (pg 78, Building Reader Identity section)

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If students are to collaborate in reading and understanding text, educators making time to build classroom relationships and develop norms for interaction is crucial. (page 61, paragraph 3)

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Inviting students to participate in inquiry around literacy entails, in part, making time in the classroom to acknowledge and discus the complex ways that different kinds of literacy affect our lives. page 73

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"Students carry with them into the classroom a wealth of proficiencies and dispositions that can be drawn on to support their reading development. They live in complexly structured social worlds that they 'read' with considerable skill." (Pg. 87)

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Students come to believe that knowledge is acquired whole: you either have it or you don't. Teachers have the important job of turning around this intellectually crippling misconception, so students understand that confusion is the perfect and natural starting place for learning. (PG. 71)

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Page 61 paragraph 2 in Building Relationships and Norms for Classroom Collaboration.

"In middle school, many teachers try to make sure students know each other. In high school, it's far from universal for students to even know the names of everyone in their classes. By the time students are in college, building classroom relationships is often a very low priority."

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Creating opportunities for students to notice and share their thinking in authentic ways means that their unique insights, knowledge, and perspective can become resources for everyone's learning - as long as they are heard, acknowledged, and valued.

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Page 31 Create safety. Teachers working with the students to create a sense that they are part of a safe community of readers.

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Page 34 looks at developing readers' stamina and fluency and focuses on the idea that children's interest in reading is overpowered by other daily things such as technology. As teachers we can chunk and cluster students work to help build stamina.

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On pg 26 it introduces you to the four dimension of developing a reader. My favorite is the social dimension, " Building community in the classroom, including recognizing the resouces brought by each member

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Teachers can build reader confidence and range by exposing students to a variety of texts and draw attention to what they comprehend.

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How one engages with text, the type of texts read and in what modality or format, the outcomes expected- are shaped by social and cultural purposes.

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MY GOLDEN LINE

page 24- Social Support for Learning

...that is to say, people learn by participating in activities with "more competent" others who provide support for the parts of the task that they cannot yet do by themselves.

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Have a safe environment, so students share what they are doing to make meaning of texts and how they are doing so.

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To begin developing the social dimension of the classroom, teachers work with students to create a sense that they are part of a safe community of readers.

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Teachers can help students acquire disciplinary and discourse-specific knowledge by making their own disciplinary habits of mind visible to students through thinking aloud and class discussion, helping to demystify the hidden codes- he ways of using language, the convention of form, and the larger questions and standards of inquiry and evidence- that count in particular disciplines.

page 44

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Pg. 35 - Persist in reading even when we are somewhat confused or bored with the texts.

pg 35 The Cognitive Dimension:

1) Getting the Big Picture

2) Breaking It Down

3) Monitoring Comprehension

4) Using Problem Solving Strategies to Assist and Restore Comprehension

5) Setting Reading Purpose and Adjusting along the way

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Developing Metacognition.

Students find becoming conscious of their mental processes to be unfamiliar, yet often intriguing (Followed by a list of activities that help students think about their thinking.) (Pg. 34)

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Teachers can assist students with activities that focus on texts' underlying structures, such as, identifying the ways particular texts are structured.

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As we move from one social situation to another, we learn varied ways of reading and distinct literacy practices linked to specific valued activities and cultural traditions. (Chapter 2, page 22)

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To begin developing the social dimension of the classroom, teachers work with students to create a sense that they are part of a safe community of readers.

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(Reading) is a complex process of problem solving in which the reader works to make sense of the text, not just from the words, sentences, graphics, or images presented but also from the ideas, memories, and knowledge they evoke.

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"Metacognitive- a conversation about not only 'what texts mean' but also 'how you know' what they mean"(Ch 2 pg 29 R.A.F.)

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Reading develops independent thinkers and learners. ch 1 pg 2

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"... students' needs by learning how to put more of the responsibility for comprehension back into students' hands."

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On page 11 it claims that "Students do like to learn; they do want to become competent and knowledgeable. ... 'You just need to show us [students], break it down for us [students], work with us [students], and expect us [students] to do it.'"

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"WE LIVE in a world of accelerated change and challenge, a world in which even what counts as fact is subject to heated public disagreements." Page 1

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"Longstanding social inequities in the United States are reflected in secondary and postsecondary education." - Pg. 3

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This steady diet of low-rigor assignments undermines the progress of all students -- those who are identified as struggling and those who successfully complete their academic work alike. page 5, paragraph 2.

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"The most affective approaches to building fluency, for example, rely on abundant and repeated reading of actual text." (pg. 8).

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"In fact, we strongly encourage teachers to supplement textbooks with varied-and engaging-text, to build text sets that expand students' opportunities to read about and understand important content, and to include culturally diverse, multimodal, and digital sources in their collections of such texts." (page 10)

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"If students are to keep their future options open, they must develop the confidence and the will to approach- and the ability to make sense of- a range of text, including the many gatekeeper text that will not be inherently fascinating or well composed," (p.10).

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Teachers often try to find alternative ways to help students "get the content" often in the name of equity; this in turn, encourages students to avoid a reading task entirely

Pg 4

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Simply put, there is no quick fix for a student's lack of meaningful reading experiences. Page 8; 1st line of paragraph 2

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'Perpetuating students' dependence on teachers denies them opportunities and successes - they can gain only through the extensive, independent reading of texts."

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Click on the + to add your golden line and thoughts