[MOSAIC] my metacognition write up
Here is a unit of study I compiled from various sources/expert authors. It helped me to write it down step by step. It works well at the beginning of the year. Ginger W. + Metacognitive Overview/Introductory Unit of Study adapted by Ginger Weincek 2005 A. INTRODUCING THE "INNER VOICE" Kids need to be explicitly taught that they have two inner voices. The reciting voice which reads the words and the conversation voice that talks back to the text. 1. Modeled-step 1 ·Teacher does the work/kids watch and listen. ·You need to decide what visual action/sign you will take when you are no longer reading but are sharing your thinking. This is especially crucial with younger students as they may not realize you have stopped reading the words when you are sharing your thinking. Some people close the book. Others set the book on their lap and look out to the kids when sharing their thinking. Looking up to the ceiling can be a visual sign that you are sharing your thinking. **Be sure to tell the kids you will be reading the words and then stopping to share your thinking. Tell/show them how they can recognize the difference. "Today when I am reading to you, I will be holding the book like this. But I am going to stop along the way and share my thinking. I will tell you what my inner voice inside is saying. All readers have a reading voice that reads the words. This voice is called our reciting voice. We have a second voice that talks in our heads about what we are reading. That voice is called our conversation voice (inner voice). When I am sharing my thinking it will look like this. I will close the book and look out at you. That's how you'll know I am sharing my thinking. Then I'll open the book back up, like this, and continue reading the words." ·When reading aloud, read some text and then stop and set the book down and talk out loud saying whatever thinking comes to your mind. Then pick the book up and return to the text. Read until you have more thinking and then stop, set the book down and share that thinking. ·It is helpful to start your sentences like this: "I'm thinking that ..." "Wow! After I read that . it made me think ..." "Now I'm thinking ..." ·Do this for many days in different genres and in all subject areas. (You can share your thinking about math for example.) ·Always remind them that careful readers think along the way when they are reading the words. They don't just read the words. Reading is thinking. 2. Modeled-step 2 ·Once your students get used to hearing you explicitly say "I'm thinking...", then you can mix in any wording you want. "I'm wondering..." "I can just smell those" "How come he just did that? I sure would have been more careful.." "No way! They broke it? Oh my! What's going to happen next?" · Whatever YOU are thinking as you are reading the words is what you would share with the kids. · Teach the kids the word "metacognition". Tell them that metacognition means THINKING ABOUT YOUR THINKING. It is important that we KNOW we have an inner thinking voice and that we LISTEN to that voice. · Say- "See how I talk to myself as I read? I don't just read word after word after word. Careful readers do more than that. They stop and take time to "catch" the thinking in their heads and they MAKE SURE they think ALONG THE WAY. I let my thinking bubble up and I have a discussion with myself. I talk in my head about what I am reading. I am doing it out loud so you can hear what my discussions sound like inside my brain. When I do this I am being metacognitive." · At this point you can simply suggest "Maybe you guys could try this when you are reading at home and at school. See if you can "catch" your thinking AS you are reading. But you'll have to stop every once in a while so your thinking can come out." 3. Shared-step 1 · The next step is to tell the kids that their job is to watch what you are doing and listen to what you are saying. Say "Today when I am reading I want you to watch what you see me doing and listen to what you hear my saying. Be ready to turn and talk about this and then share back." · Read through an interesting text and stop and think along the way. Be sure to be obvious about when your reading the words and when you are thinking. · Say "O.K. Turn and talk with a partner about what you saw me doing and heard me saying when I was reading this book." · Call on several groups and have them start their sharing by saying: "Mary and I saw.." "We heard " These are some sample responses you want: "Mary and I saw you read a little bit and then you closed the book and said what was in your head and then you went back to the book." "We heard you stop reading after _ and tell us what you were thinking." "Marty and I heard you ask a question after reading ." "Re
Re: [MOSAIC] my metacognition write up
Thanks, you're an angel. C. McKnight - Original Message - From: "ginger/rob" <[EMAIL PROTECTED]> To: "1 mosaic list" Sent: Tuesday, August 19, 2008 12:36 PM Subject: [MOSAIC] my metacognition write up Here is a unit of study I compiled from various sources/expert authors. It helped me to write it down step by step. It works well at the beginning of the year. Ginger W. + Metacognitive Overview/Introductory Unit of Study adapted by Ginger Weincek 2005 A. INTRODUCING THE "INNER VOICE" Kids need to be explicitly taught that they have two inner voices. The reciting voice which reads the words and the conversation voice that talks back to the text. 1. Modeled-step 1 ·Teacher does the work/kids watch and listen. ·You need to decide what visual action/sign you will take when you are no longer reading but are sharing your thinking. This is especially crucial with younger students as they may not realize you have stopped reading the words when you are sharing your thinking. Some people close the book. Others set the book on their lap and look out to the kids when sharing their thinking. Looking up to the ceiling can be a visual sign that you are sharing your thinking. **Be sure to tell the kids you will be reading the words and then stopping to share your thinking. Tell/show them how they can recognize the difference. "Today when I am reading to you, I will be holding the book like this. But I am going to stop along the way and share my thinking. I will tell you what my inner voice inside is saying. All readers have a reading voice that reads the words. This voice is called our reciting voice. We have a second voice that talks in our heads about what we are reading. That voice is called our conversation voice (inner voice). When I am sharing my thinking it will look like this. I will close the book and look out at you. That's how you'll know I am sharing my thinking. Then I'll open the book back up, like this, and continue reading the words." ·When reading aloud, read some text and then stop and set the book down and talk out loud saying whatever thinking comes to your mind. Then pick the book up and return to the text. Read until you have more thinking and then stop, set the book down and share that thinking. ·It is helpful to start your sentences like this: "I'm thinking that ..." "Wow! After I read that . it made me think ..." "Now I'm thinking ..." ·Do this for many days in different genres and in all subject areas. (You can share your thinking about math for example.) ·Always remind them that careful readers think along the way when they are reading the words. They don't just read the words. Reading is thinking. 2. Modeled-step 2 ·Once your students get used to hearing you explicitly say "I'm thinking...", then you can mix in any wording you want. "I'm wondering..." "I can just smell those" "How come he just did that? I sure would have been more careful.." "No way! They broke it? Oh my! What's going to happen next?" · Whatever YOU are thinking as you are reading the words is what you would share with the kids. · Teach the kids the word "metacognition". Tell them that metacognition means THINKING ABOUT YOUR THINKING. It is important that we KNOW we have an inner thinking voice and that we LISTEN to that voice. · Say- "See how I talk to myself as I read? I don't just read word after word after word. Careful readers do more than that. They stop and take time to "catch" the thinking in their heads and they MAKE SURE they think ALONG THE WAY. I let my thinking bubble up and I have a discussion with myself. I talk in my head about what I am reading. I am doing it out loud so you can hear what my discussions sound like inside my brain. When I do this I am being metacognitive." · At this point you can simply suggest "Maybe you guys could try this when you are reading at home and at school. See if you can "catch" your thinking AS you are reading. But you'll have to stop every once in a while so your thinking can come out." 3. Shared-step 1 · The next step is to tell the kids that their job is to watch what you are doing and listen to what you are saying. Say "Today when I am reading I want you to watch what you see me doing and listen to what you hear my saying. Be ready to turn and talk about this and then share back." · Read through an interesting text and stop and think along the way. Be sure to be obvious about when your reading the words and when you are thinking. · Say "O.K. Turn and talk with a partner about what you saw me doing and heard me saying when I was reading this bo
Re: [MOSAIC] my metacognition write up
Ginger - This is just what I was trying to put together for my first grade class that starts in two weeks. Thank you so much! Tracy On Mon, 18 Aug 2008 20:36:43 -0700, ginger/rob <[EMAIL PROTECTED]> wrote: > Here is a unit of study I compiled from various sources/expert authors. > It helped me to write it down step by step. It works well at the > beginning > of the year. > Ginger W. > + > > Metacognitive Overview/Introductory Unit of Study > adapted by Ginger Weincek 2005 > > A. INTRODUCING THE "INNER VOICE" > Kids need to be explicitly taught that they have two inner voices. The > reciting voice which reads the words and the conversation voice that > talks > back to the text. > 1. Modeled-step 1 > ·Teacher does the work/kids watch and listen. > ·You need to decide what visual action/sign you will take when > you > are no longer reading but are sharing your thinking. This is especially > crucial with younger students as they may not realize you have stopped > reading the words when you are sharing your thinking. Some people close > the > book. Others set the book on their lap and look out to the kids when > sharing their thinking. Looking up to the ceiling can be a visual sign > that > you are sharing your thinking. **Be sure to tell the kids you will be > reading the words and then stopping to share your thinking. Tell/show > them > how they can recognize the difference. "Today when I am reading to you, I > will be holding the book like this. But I am going to stop along the way > and share my thinking. I will tell you what my inner voice inside is > saying. All readers have a reading voice that reads the words. This > voice > is called our reciting voice. We have a second voice that talks in our > heads about what we are reading. That voice is called our conversation > voice > (inner voice). When I am sharing my thinking it will look like this. I > will > close the book and look out at you. That's how you'll know I am sharing > my > thinking. Then I'll open the book back up, like this, and continue > reading > the words." > ·When reading aloud, read some text and then stop and set the > book > down and talk out loud saying whatever thinking comes to your mind. Then > pick the book up and return to the text. Read until you have more > thinking > and then stop, set the book down and share that thinking. > ·It is helpful to start your sentences like this: > "I'm thinking that ..." > "Wow! After I read that . it made me think ..." > "Now I'm thinking ..." > ·Do this for many days in different genres and in all subject > areas. > (You can share your thinking about math for example.) > ·Always remind them that careful readers think along the way when > they are reading the words. They don't just read the words. Reading is > thinking. > > 2. Modeled-step 2 > ·Once your students get used to hearing you explicitly say "I'm > thinking...", then you can mix in any wording you want. > "I'm wondering..." > "I can just smell those" > "How come he just did that? I sure would have been more careful.." > "No way! They broke it? Oh my! What's going to happen next?" > · Whatever YOU are thinking as you are reading the words is what > you > would share with the kids. > · Teach the kids the word "metacognition". Tell them that > metacognition means THINKING ABOUT YOUR THINKING. It is important that > we > KNOW we have an inner thinking voice and that we LISTEN to that voice. > · Say- "See how I talk to myself as I read? I don't just read word > after word after word. Careful readers do more than that. They stop and > take time to "catch" the thinking in their heads and they MAKE SURE they > think ALONG THE WAY. I let my thinking bubble up and I have a discussion > with myself. I talk in my head about what I am reading. I am doing it out > loud so you can hear what my discussions sound like inside my brain. > When I > do this I am being metacognitive." > · At this point you can simply suggest "Maybe you guys could try > this > when > you are reading at home and at school. See if you can "catch" your > thinking > AS you are reading. But you'll have to stop every once in a while so > your > thinking can come out." > > 3. Shared-step 1 > · The next step is to tell the kids that their job is to watch what > you are doing and listen to what you are saying. Say "Today when I am > reading I want you to watch what you see me doing and listen to what you > hear my saying. Be ready to turn and talk about this and then share > back." > · Read through an interesting text and stop and think along the > way. > Be sure to be obvious about when your reading the words and when you are > thinking. > · Say "O.K. Turn and talk with a partner about what you saw me > doing > and heard me saying when I was reading this book.
Re: [MOSAIC] my metacognition write up
Ginger, I haven't received any mail in quite a number of days and this always concerns me. Is the listserv up and running? Leslie Popkin **It's only a deal if it's where you want to go. Find your travel deal here. (http://information.travel.aol.com/deals?ncid=aoltrv000547) ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
