MAX Teaching with Reading and Writing - Ects.org

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to a consensus within their groups about whether a statement should be checked or not.Here, they compare their various interpretations of what they have read, referring toevidence in the text to support those interpretations. Again, move around the room toassist in this process, making sure that students are referring to the text to support theiropinions. Allow several minutes for the discussions to occur.9. When at least one group has come to a consensus on the prediction-guide statements, usetheir decisions to conduct a whole-class discussion to attempt to achieve a classroomconsensus. Make sure that students are able to support their beliefs either through directreference to the text or through their interpretation of specific text. It is very importantduring this phase of the lesson that the teacher act as a mediator or arbitrator, avoidingtelling students answers. Intellectual ownership must be in the minds of the students asthey collectively construct meaning from the text. Near the beginning of the year, someteacher modeling of inferential reading might be necessary, but students will quickly takeownership of the process, and they will surprise you with their thoroughness of analysis.10. Ask students to report on their use of the skill of predicting. Say – did the process ofpredicting what you were going to read before reading, and discussing it with your peershelp you in concentrating on the reading, and in comprehending the reading? Did it helpyou focus and stay focused while you were reading? (Students inevitably realize at thispoint that, by practicing predicting before reading, they were engaged in the reading,leading to heightened comprehension.)11. Take the opportunity to review and reinforce the use of the skill of predicting. Point outto students that they can use the skill in any reading that they do in any subject area toengage themselves, make the reading more interesting by setting a purpose for reading,and by keeping that purpose in mind during the reading.12. Continue reflection through a free-write, homework, a quiz, etc.Anticipation Guides: Herber, H. (1978). Teaching reading in the content areas (2 nd ed.).Englewood Cliffs, NJ: Prentice Hall. Readance, J. E., Bean, T.W., & Baldwin, R.S. (1981).Content area reading: An integrated approach. Dubuque, IA: Kendall/Hunt.©2004 MAX Teaching with Reading & Writing, 6857 TR 215, Findlay, OH 45840, 404-441-7008 http://www.maxteaching.com10
MotivationAcquisitionEXtensionThe Goal?The teacher motivates students by• linking the day’s lesson tostudents’________ __________,• adding to their prior knowledgethrough sharing and discussion.• modeling a _____ to be used.The students cooperatively establishtheir own purposes for reading by• making ___________,• asking ___________, or• anticipating use of the ______.The teacher ____________ guidedpractice in the literacy skill(s).The students read silently to acquirenew knowledge & skills by• maintaining their own __________for reading,• practicing a literacy _____,• gathering written information.In the third phase, The teacher___________ students’ discussions to• _________ meaning from text bymanipulating ideas,• ______ knowledge beyond text bypracticing higher order thinkingskills, and• report on success resulting fromthe literacy _____.Activities for the third phase of thelesson: ________________________________________________________________________________________________Making reading/thinking _____ forstudents!©2004 MAX Teaching with Reading & Writing, 6857 TR 215, Findlay, OH 45840, 404-441-7008 http://www.maxteaching.com11
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Page 3 and 4: ANTICIPATION GUIDE: How Students Le
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Page 17 and 18: provides a way for upper grade teac
Page 19 and 20: Interactive Cloze Reading Procedure
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Page 23 and 24: Three-Level Study GuidesThree-Level
Page 25 and 26: 2. Introduce the skill of thinking
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Page 37 and 38: out that others read a text differe
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Page 54 and 55: A Shot in the DarkBy SakiPhilip Sle
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©2004 MAX Teaching with Reading &
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PreP (Pre-reading Plan)The PreP str
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Focused Free Write - A Pre-learning
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Math TranslationMath Translation is
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THE THINKING CUBEFold under and glu
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C. Associate it. What does it make
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Typical First Four Weeks of SchoolC
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Selected Bibliography for Reading/W
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