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Notes - This strategy requires students to work in pairs. The interactive reading guide gives students a purpose on how they should engage with the text. It ensures that students are getting the key scientific points from the text that they would have missed otherwise. It also requires students to collaborate together by explaining the text to each other and talk about their understandings/ misunderstanding. This strategy is also student paced.

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I liked the worksheet that was used for vocabulary instruction. It had the text on one side, and a space to annotate / define vocabulary words.

I also liked that the teacher built upon knowledge of other words to help students. For example, if the students know the word current, it might give them a clue to understand the word concurrent.

Also liked the picture example the teacher gave for density to teach students the definition.

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Read aloud

short lower level text and build up from there

paraphrasing

turn & talk

visualize internally

draw - conceptualize

graphic organizers for note taking

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I was thinking that this is a great technique that maybe the majority of us use naturally. However, with more thoughtful planning and consideration we could have a greater impact reaching all students with more explicit directions (for instance how there often is a definition either before a new vocab word, or after).

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The Interactive Reading Guide give students a purpose while reading. It helps them to meaningfully engage with the text with this guide to work with. The component of doing this with a partner also adds to the rich discussion and deeper understanding of the text that is given.

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I feel like I usually have just said okay now "paraphrase" to students in my classroom, and have not thought about the explicit teaching steps it requires

I really like the student feedback checklist

Steps of classroom implementation:

1. Explicit expectation (use synonyms to rephrase, split up long sentences, combine short sentences) Anchor chart around the board

2. Explicit teacher modeling verbally (noticed a student using the same synonym as model for a higher tier word)

3. Group/Independent practice

4. Students give each other feedback using checklist

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Paraphrasing and Summarizing go hand in hand because with paraphrasing, the student is taking the chunk they read and are trying to understand it in their own words and summarizing then comes into play by having students dissect the most important information from the section they read.

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In a science classroom, this starts out as a whole class activity to introduce them to a topic, then followed by a reading assignment where they learn more about the topic. Lastly, it ends with an independent activity where students are dissecting the most important information in the section to be able to share out and to also understand.

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I have used paraphrasing in the classroom before, but this strategy is more effective. I enjoyed this strategy with modeling and using different vocabulary. The instruction was explicit and the science model was a great visual.

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With summarizing, the reader (student) will take what they have read and are condensing what the author said. It usually the most important part of paragraph/section.

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I love this concept. I'm going to try it. Not only was there hands on activities, but there was reading (paraphrasing) then writing and a reflection. Very interactive lesson.

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Interactive Read-Alouds with Trade Books