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“…a young string musician playing“Twinkle
Twinkle Little Star” with excellent posture, bowing, dynamics and so forthwith eventually surpass a student of music who is focusing on stretching to meet the short-term demands of getting through a challenging piece. The student working onprocess and simple music develops a feel for the whole, integrated effort, and this process becomes automated.” (PMR, p.33)
“It is not uncommon for
students reading successfully within “just difficult-enough texts”(Clay 1993 p. 53) to make leaps of multiple levels between benchmark assessments.” -Preventing Misguided Reading p. 39
Strategy #2 Describe Guided Reading
as a Session Rather than a Lesson• Teacher support enables students to problem-solve, connect and discover• Session is conversational in format• Students read a lot
Thinking Deeply About Story: Even
for Our Emerging Readers “Our exercises in comprehension tend to be limited (e.g., who are the characters in the story?), which may actuallydevelop readers who attend to story superficially.”…”So, ourchallenge becomes teaching beginning readers to decodewhile teaching them comprehend rather than inadvertently teaching them to decode instead of teaching them to comprehend” (Preventing Misguided Reading, p. 72).
Strategy #15 Engage All Students,Regardless
of Instructional ReadingLevel, in Thinking Deeply About Story •Beyond a series of questions •Beyond “Today I want you to make a prediction.” •Beyond story retelling •Beyond details of the reading process but active in all of it •Meaning at the text level
The Language of Teaching Comprehension
Instruction DeeplyLittle Questions Big Questions What houses did How are the pigs’ each pig build? houses different? Why did the writer have the third pig build the brick house instead of the second pig?What did the wolf say Why did the wolf saybefore he blew down the same thing at the houses? each house?What happens at the What did the pigs beginning, middle learn from theirand end of the story? experience?
A Conversational Stance“Conversations about inferences
studentsmust make to understand the text deeply push students to approach the work actively, giving them a purpose for their reading that prompts integration of information. This active stance supports students as they think about the text insophisticated ways and begin practicing the thinking work we want them to habituate and carry into the rest of their lives”. (Preventing Misguided Reading, p.76)