Subjects Matter Ch. 5: Tools for Thinking: Reading Strategies Across the Curriculum

In this chapter, I really liked how they started my reiterating the idea of the Gradual Release Model because if the strategies mentioned don’t lead to independent readers, than they’re not actually all that helpful.

For the rest of the chapter, I then focused on making connections to where I’ve seen the activities used, what other classes have supported this idea or my own history as a student.  Here are the top 7 activities that stuck out to me.

The first was the front loading with images activity. In my SED 445 class, we discussed an activity similar to this. In the D&Z activity, they suggested giving students images which help add background knowledge and discuss it. In an ELA class, something we could do further with our students came from SED 445 we can give students an image and let them write about it. This could be a writer’s notebook piece which does not get handed in but they will share later with the class or in small groups.  You could even give images of characters that have performed in plays you will be reading and have them write from that character’s perspective based solely on their outer appearance and costume. This would help the students form their own opinions and mindset necessary for the text you will be reading.  This strengthens students writing skills and allows them to do more writing while also helping them become better readers.

Another important technique which I included in my hypothetical image activity is turn and talk. In Subjects Matter, they mention three different form of this tool: turn and talk, tweet the text and written conversation. Turn and talk is more conventional and always a helpful skill, talking about a topic immediately after you’ve read it helps you make sense and solidify it more quickly helping keep it in long term memory. I especially love the idea of tweet and text and written conversations. When I was in school, I talked a lot! The only times I was ever in trouble was for talking to my friends or writing notes. What if we could let students use these methods which they already use in their daily life to bring their thinking to the next level? Writing notes in groups allows everyone to share with less pressure of hgaing to share in front of the whole class. It also allows you to explore ideas and learn from others. I think this would work especially well if the groups had mixed reading levels or academic levels that way stronger students are modeling for weaker students and weaker students have a safe place to work on reading skills. Text and tweet also brings a whole new meaning to learning. Having to summarize the most important point is always a valuable tool for smart readers, being able to post it on social media is an also a valuable tool for smart citizens. It allows our students to practice bringing in their knowledge to all areas of their life not just in school setting bridging gaps of where and how they learn. It opens up conversations with students about what, how, when and where to post safely and intelligently.

The next tools I liked were post-it notes and annotating the text. In my MLED class we are asked to hand in our “book notes” every so often with the actual book and markings we make as we read. I’m wondering if we could give students copied of our own texts with our book notes, have this be an explicit lesson and then hold students responsible for their own book notes.  If students can see how to visually be an active reader, hopefully these thought processes will become automatic.

Exit/admit slips are another feature I really enjoy. I don’t recall using these in any classes before college. But since I’ve used them in my college courses I’ve noticed that when I fill out my exit slips I often have to refer back to the notes from that class. I’m thinking that in much the same way having pointed questions and thoughts referring to the text will force students to take a few moments to go back and review what they have just read therefore solidifying the information further in their memory.