Tuesday, March 20, 2012

#20 SOL Teaching Portion of Reading Lesson

I worked on the teaching section of my reading lesson. It has been a crazy, long day and I'm brain dead. So, here is some of my teaching section. Most of the words came from a mentor text, Navigating Nonfiction in Expository Text Determining Importance and Synthesizing by Lucy Calkins and Kathleen Tolan. I'm using Session VI Talking to Grow Ideas About Nonfiction Texts.

Writing mini-lessons is hard work!

Teaching Point

The important idea that I want to teach you is that as we read deeper, we start asking questions that get at the core of the motivations and consequences of the events we study. We may ask ourselves, ‘Why does this matter?’ or ‘What difference does this make?’ or ‘What parts are important to explore?’

Has readers of non-fiction books it is important to develop and grow ideas. It helps to use deep questions that push us to think and increase our understanding. One way to do these is to pause when we sense our minds getting full to the brim and ask, ‘Why does this matter?’ See if you can be readers who talk back to the text. This is one of the few times it’s okay to talk back or back talk. Push yourself to remember what you have reading to form an answer. Your goal is to use talk as a way to mull over the information you are reading, so that you can go from trying memorize every word on the page to actually growing thoughts, theories and ideas about what we read.

(Need to write a demonstration here, but I don’t have a text to use tonight.)

We ask questions that lead to deep thinking. ‘How come?’ ‘Why?’ You are doing just what nonfiction readers do. You are digging, probing, wondering. Now, nonfictions readers go a step further and try not only to ask deep questions but also try to speculate possible answer, saying. ‘Could it maybe be ….?’ We work with our reading partner to grow ideas and thoughts together.

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