Deeper Readingby: Kelly Gallagher

Working Together as One Community to Achieve Excellence

Una Comunidad Trabajando Unidos para Lograr Excelencia

Deeper Readingby: Kelly Gallagher

Working Together as One Community to Achieve Excellence

Una Comunidad Trabajando Unidos para Lograr Excelencia

Opening ActivityOpening Activity

SNAKE IN THE GRASS

DRESSED TO THE NINESDRESSED TO THE NINES

SHOPPING ONLINESHOPPING ONLINE

COME OUT WITH YOUR HANDS UP

BENDING THE RULES

WHEN I GET AROUND TO IT

ONE IF BY LAND, TWO IF BY SEA

BEHIND ENEMY LINES

THROWING IN THE TOWEL

STARTING FROM THE BOTTOM UP

SAIL THE SEVEN SEAS

Chapter 6Chapter 6Ten Strategies to Promote Higher Level Thinking in Small Group Settings

• Silent Exchange• Save the Last Words for Me• Trouble Slips• Double Entry Journals• SOAPS - Subject Occasion Audience Purpose

Speaker• Mystery Envelopes• Groups Exams• Group Open Minds• Conversation Log Exchanges• Theme Triangles

Deeper Understanding, pp. 114-121

Ten Strategies to Promote Higher Level Thinking in Small Group Settings• Silent Exchange• Save the Last Words for Me• Trouble Slips• Double Entry Journals• SOAPS - Subject Occasion Audience Purpose

Speaker• Mystery Envelopes• Groups Exams• Group Open Minds• Conversation Log Exchanges• Theme Triangles

Deeper Understanding, pp. 114-121

Chapter 7Chapter 7

Five Considerations• Use Metaphor to Interpret Metaphor• Don’t Turn Graphic Organizers into Worksheets• Keep the “Newness Factor” in Mind When

Assigning Metaphorical Graphic Organizers • Have Students Create and Draw Their Own

Metaphorical Graphic Organizers • Use Metaphorical Graphic Organizers as a

Springboard to Writing

Five Considerations• Use Metaphor to Interpret Metaphor• Don’t Turn Graphic Organizers into Worksheets• Keep the “Newness Factor” in Mind When

Assigning Metaphorical Graphic Organizers • Have Students Create and Draw Their Own

Metaphorical Graphic Organizers • Use Metaphorical Graphic Organizers as a

Springboard to Writing

Deeper Understanding, p. 140-145

Chapter 8Chapter 8

Students Should Read Because: • Reading is rewarding.• Reading builds a mature vocabulary.• Reading makes you a better writer.• Reading is hard, and “hard” is necessary.• Reading prepares you for the world of work.• Reading is financially rewarding.• Reading opens doors to college and beyond.• Reading arms you against oppression.• Reading makes you smarter.• Reading develops a moral compass.

Students Should Read Because: • Reading is rewarding.• Reading builds a mature vocabulary.• Reading makes you a better writer.• Reading is hard, and “hard” is necessary.• Reading prepares you for the world of work.• Reading is financially rewarding.• Reading opens doors to college and beyond.• Reading arms you against oppression.• Reading makes you smarter.• Reading develops a moral compass.

Deeper Understanding, p. 149

Chapter 9Chapter 9

If We Don’t, Who Will?

• Do you believe our students are graduating adequately prepared to read the world at a deeper level?

• What will happen to students who leave school unprepared for the literacy challenges that lie outside our curriculum?

• Wheat is more important ten years from now: our students’ remembering the key literacy elements in The Great Gatsby, or our students’ being able to make sense of a balloting initiative?

If We Don’t, Who Will?

• Do you believe our students are graduating adequately prepared to read the world at a deeper level?

• What will happen to students who leave school unprepared for the literacy challenges that lie outside our curriculum?

• Wheat is more important ten years from now: our students’ remembering the key literacy elements in The Great Gatsby, or our students’ being able to make sense of a balloting initiative?

Deeper Understanding, p. 196

A Final NoteA Final Note

Reading comprehension is a process that involves the orchestrations of the reader’s prior experience and knowledge about the world and about language. It involves such interrelated strategies as predicting, questioning, summarizing, determining meanings of vocabulary in context, monitoring one’s own comprehension, and reflecting. The process also involves such affective factors as motivation, ownership, purpose, and self-esteem. It takes place in and is governed by a specific context, and it is dependent on social interaction. It is the integration of all these processes, that accounts for comprehension. They are not isolate, measurable subfactors. They are wholistic processes for constructing meaning. (Bartoli and Botel 1998)

Reading comprehension is a process that involves the orchestrations of the reader’s prior experience and knowledge about the world and about language. It involves such interrelated strategies as predicting, questioning, summarizing, determining meanings of vocabulary in context, monitoring one’s own comprehension, and reflecting. The process also involves such affective factors as motivation, ownership, purpose, and self-esteem. It takes place in and is governed by a specific context, and it is dependent on social interaction. It is the integration of all these processes, that accounts for comprehension. They are not isolate, measurable subfactors. They are wholistic processes for constructing meaning. (Bartoli and Botel 1998)

Deeper Understanding, p. 216