FOCUS: Reading age: 8-10 years old. This is where a lot of our kids are stuck..
Reading strategies/ approach to do with kids when they are with us.
How do we lead group discussion/facilitate our reading groups to get more vocab and thinking/argumentation from our students?
Also what types of follow up activities can they do after this session with the teacher?
Deep Diving into TextNarratives are often less demanding in terms of what is going on in the text. We need to make sure we are doing a disproportionate amount of non-fiction.
Read silently-take in information (what can we get a hold of from this text? Then, read to build fluency)
Re-read aloud 1-2 paragraphs (or short section) and try to get a wider deeper meaning of the reading (holistically look at the text).
Teacher becomes the mediator for student discussion to pull together the deeper meaning on the story and pick up the “gems” that need to be melded together.
Significant Word Groups: Be intentional about noticing. Do not singularly look at vocabulary but look at the phrase or group of words for combined meaning (veil of mist)
Quantities of quality text (cutting edge texts for kids). Less about doing activities and more about focusing in on logging word groups. We need to create a hungriness in our students for a deeper want to learn.
Learning conditions need:
Word Consciousness Cultivation
Rich Language and Word Availability
Explicit Word Attention
Word Learning Strategies
Developing a culture of word-consciousness, while creating a community of Word gathers.
Hungry for words
To be relevant vocabulary must be:
in text-in context
WORDPLOSION: Digging deep for the underlying meaning of a word and then you are able to understand the word family.
-explain it: to enhance something/to put to use
-family members: employee, employment, employed,
As texts become more complex, language and structure, vocabulary, concept knowledge and thinking and meaning bring upon deeper student understanding.
We want kids to be mindful readers. Deep diving comes from talking about it. Students are viewing, reading, noticing, and talking with each other and the teacher.
Headline: what clues does it offer about the main points? What is amazing about that? What do you want to know now?
Paragraphs 1 and 2: Dig the details of the article to help answer the questions further
Use images and movie clips when appropriate
Slow down to take small chunks to pick up ideas. Looking at groups of words. What are the surface meanings of those words?