March 13, 2017
March 13, 2017
- Good morning.
- Mass on Friday followed by Town Hall (please get your SK names to Cris by Thursday) & thanks.
- Reconciliation tomorrow beginning at 9:30.
- PTG Hot Lunch on Wednesday.
• Ask text-based questions
- Here’s Part II entitled “How Knowledge Powers Reading” by Doug Lemov in Educational Leadership, February 2017. Lemov suggests three ways to improve students’ success reading and learning from nonfiction and here’s # 2 & 3:
– Teachers often ask students to predict, make inferences, interpret character information, and summarize as they read. But Lemov says there’s evidence that practicing answering skill-based questions like these won’t necessarily carry over to new reading matter. Better, he says, to mix those questions with questions about the
of the text. For example, when students are reading a novel set during the U.S. Civil War, the teacher might ask how most soldiers died during the war (of disease, not combat injuries) and what in the novel told that. “These fact-based questions are actually surprisingly rigorous,” says Lemov, “and like the more common questions, they could have led to a fascinating discussion… By asking some fact-based questions, we can chip away at the knowledge deficit and teach our students how to unlock knowledge from what they read.” And the information, as well as the process involved in locating it, would carry over to other settings and time periods.
• Have students write before discussing
– “Students routinely appear to understand what they read far more than they actually do – simply because of the way we structure our instruction,” says Lemov. He describes how he aced a college paper on Shakespeare’s
The Winter’s Tale
without actually reading the play. How was that possible? By listening to other students during a class discussion and dipping into a scene or two as he wrote the paper that evening. “The fact that my professor thought I had read and understood the play made her, I now realize, typical of many teachers,” he says. A simple way to get around this kind of fake reading is to have students read a text and write about it in class and then take part in a discussion. A possible follow-up: having students revise what they wrote. All this would greatly enhance the knowledge students gained from their reading – and also build their reading proficiency.
- Grade Level meetings on Wednesday(K-4 Science In-Depth Study) and 5-8 upstairs.
- Have a great day and week with your kids and see you tomorrow. God Bless you.