Metacognitive Skills in Literacy Series B Part I: Clarifying

Metacognitive Skills
in Literacy
Series B
Part I: Clarifying
and Curriculum Refresher
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Alexandria City Public Schools, Dept. of C and I
How can we ensure our
students are metacognitive
readers?
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Alexandria City Public Schools, Dept. of C and I
Curriculum Version 3.0 Upgrades
 Key Academic Vocabulary
 Transfer Tasks: 3 Versions, Parallel in Content and
Process
 Comprehension
 Guided/Scaffolded
 Accelerated/Enhanced
 Measurement Topices: focused, reduced number
 Scoring Rubrics with student feedback suggestions.
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Alexandria City Public Schools, Dept. of C and I
Monitoring Comprehension
How do you
monitor
comprehension?
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How do you know How do you fix-it
when you are not when you are not
understanding?
understanding?
Alexandria City Public Schools, Dept. of C and I
Inner Voice
We need our students to listen
to their inner voice
as they read to know
when it makes sense and when
it does not.
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Alexandria City Public Schools, Dept. of C and I
A lot of kids don’t realize they’ve
lost their way when reading. They
think if they rush through the
words and turn the pages, they’re
‘getting through it.’”
Seven Keys to Comprehension, p. 150.
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Alexandria City Public Schools, Dept. of C and I
A reader’s job is to
know when text
makes sense and when
it does not.
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Alexandria City Public Schools, Dept. of C and I
Inner Voice
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Oh no!
Yes!
Huh?
Wow, I didn’t know that!
Neat!
I’m lost, whose talking?
What is going on here?
What are they talking about?
What am I going to do after school?
How much more time until lunch?
Alexandria City Public Schools, Dept. of C and I
My Inner Voice Is Saying
Page My Voice Says:
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Alexandria City Public Schools, Dept. of C and I
Your Turn
Partners
Task
1 and 3
Read page 17 through first paragraph on page
18 – stopping after every paragraph
2 and 4
Share what inner voice is saying at end of every
paragraph.
2 and 4
Read p. 18 – stopping after every paragraph
1 and 3
Share what inner voice is saying at end of every
paragraph.
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Alexandria City Public Schools, Dept. of C and I
Inner Voice Sayings
1) Inner voice examples that shows the
reader is understanding the text.
2) Inner voice examples that shows the
reader has questions about the text.
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Alexandria City Public Schools, Dept. of C and I
When the Inner Voice Says: Huh?
 Re-reading
 Reading ahead
 Asking questions
 Drawing inferences
 Sounding out words
 Chunking words
 Using context clues
 Stopping to think
 Asking a peer
 Asking a teacher/parent
 Connecting the reading to what I already know
 Looking at the pictures or other text features
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 Writing about the confusing part
Alexandria City Public Schools, Dept. of C and I
 Remembering the purpose for why I am reading
Your Turn
Partners
1 and 3
1 and 3
2 and 4
2 and 4
2 and 4
1 and 3
Task
Read paragraph at bottom of page 24 that ends on top of
page 26
Tell partner 2 or 4 what the paragraph just said
Share any fix-it strategies they observed partner 1 or 3 use
while reading.
Read second paragraph on page 26
Tell partner 1 or 3 what the paragraph just said
Share any fix-it strategies they observed partner 2 or 4 use
while reading.
1, 2, 3, and Repeat process until you have read through page 29
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Alexandria City Public Schools, Dept. of C and I
Plan Your Think-Alouds
Good think-alouds take careful
preplanning. As a good reader, it is
difficult to slow down your thinking and
verbalize it so other can ‘see’ what is
happening in your brain as you read.
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Alexandria City Public Schools, Dept. of C and I
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Alexandria City Public Schools, Dept. of C and I
Evidence of Metacognition
What data and/or evidence can
we collect on our students ability
to use clarifying strategies?
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Alexandria City Public Schools, Dept. of C and I
Our Evidence
Our data points on the effectiveness of
teaching our students to clarify will be:
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Alexandria City Public Schools, Dept. of C and I
Strategy Instruction
1) Model strategy through a ThinkAloud.
2) Support guided practice with a
partner or team so that students are
verbalizing their inner voice.
3) Provide independent practice.
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Alexandria City Public Schools, Dept. of C and I
Planning for Instruction
 Read and think through the Transfer Task students will be
asked to complete. What will they need to know and do in
order to be successful on this task. What text do they need to
read in order to acquire some of the learning need for success?
 Which of these texts will you use for modeling clarifying? Do
you have your script/notes for your think-aloud followed by
guided practice?
 What assessments will you use in this unit: pre-assessment,
formative assessments, summative assessments?
 What will be your daily plans for:
 Framing the Lesson
 Presenting Information and Creating Engagement
 Consolidating and Anchoring the Lesson
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Alexandria City Public Schools, Dept. of C and I