Meaning Maker: Interacting with Text

1. Meaning Maker: Interacting with Text SESSION 2 Thinking about Thinking: Setting the Stage for Independent Reading

2. Overview A learning resource for educators with six sessions: Thinking as a Habit of Mind Meaning Maker: Interacting with Text Code User: Breaking the Code Text User: Understanding Purpose and Form Text Analyzer: Critically Thinking about Text Putting It All Together: Integrating the Four Roles Overview Thinking about Thinking: Setting the Stage for Independent Reading

3. Key Messages Early primary students are capable of thinking about their own thinking. The four roles of the literate learner model supports higher-order thinking in K–2 classrooms. The Guides to Effective Literacy Instruction, Grades 4 to 6 support all teachers in planning effective literacy instruction. Higher-order thinking is not about a series of events or lessons, but rather about developing a habit of mind. Overview Thinking about Thinking: Setting the Stage for Independent Reading

4. Learning Goals for Session 2 This session is intended to: • focus on the role of meaning maker as a relationship between author and reader • explore questioning as a key strategy for meaning-making • examine the use of relevant and authentic contexts to enhance student engagement • make connections to professional resources that support all teachers Thinking about Thinking: Setting the Stage for Independent Reading

5. Interacting with Text Author’s Words Vocabulary Punctuation Style Syntax Strategies Using cueing systems Activating prior knowledge Predicting Visualizing Questioning Drawing inferences Finding important information Summarizing Synthesizing and evaluating Monitoring/revising comprehension Language Knowledge Phonology Morphology Syntax Vocabulary Text Features Use of organizational tools Use of informational tools (glossary, captions) Format/Layout Use of space and graphics Use of illustrations Author’s Purpose Topic Ideas Message Text Knowledge Organizational & informational structure Artistic elements of text Print concepts Text type Self-Concept as a Reader Purpose for reading Interests & Experiences Factual Knowledge Click on page to animate graphic Thinking about Thinking: Setting the Stage for Independent Reading

6. Evolving View: Four Roles of the Literate Learner Adapted from page 9 of Literacy for Learning: The Report of the Expert Panel on Literacy in Grades 4 to 6 in Ontario (2004). Based on Freebody and Luke’s “Four Resources Model” (1990). The Expert Panel elaborated on the four resources model to suggest four roles of a developing junior learner. The Evolving View: Four Roles of the Literate Learner is for discussion purposes only and is based on the work of the Collaborative Inquiry in Literacy 2008–09 and 2009–10. Click on page to animate graphic Thinking about Thinking: Setting the Stage for Independent Reading

7. Reading for Meaning “Comprehension means that readers think not only about what they are reading, but what they are understanding. When readers construct meaning, they are building their store of knowledge. But along with knowledge must come understanding.” Harvey and Goudvis, 2000, p.9 Thinking about Thinking: Setting the Stage for Independent Reading

8. Reading for Meaning: Book Thinking View a video on the web: Book Thinking (Kindergarten) Thinking about Thinking: Setting the Stage for Independent Reading

9. Integrated Learning in the Classroom How does integrated learning support meaning making? Thinking about Thinking: Setting the Stage for Independent Reading

10. “Big ideas are the broad, important understandings that students should retain long after they have forgotten many of the details of something that they have studied.” Science and Technology, 2007, p.6 The Big Ideas of Curriculum Thinking about Thinking: Setting the Stage for Independent Reading

11. Relevant and Engaging Contexts Identify and highlight big ideas that you feel will be relevant and interesting to students. Pose an overarching question that encompasses the big idea. Thinking about Thinking: Setting the Stage for Independent Reading

12. Connected Experiences Using a Variety of Texts Visit the TVO Kids by clicking here! Visit the ROM by clicking here! How do our choices about the ways we use objects and materials affect our environment? Eco-school poster from Denlowe P.S., Toronto District School Board Thinking about Thinking: Setting the Stage for Independent Reading

13. Modelling and Guiding to Extend Thinking View a video on the web: Modelling and Guiding (Grade 1) Thinking about Thinking: Setting the Stage for Independent Reading

14. Questioning for Meaning Making “We must strive to create classrooms that celebrate passionate curiosity. Curiosity spawns questions. Questions are the master key to understanding. Questions clarify confusion. Questions stimulate research efforts. Questions propel us forward and take us deeper into reading.” Harvey and Goudvis, 2000, p. 81 Thinking about Thinking: Setting the Stage for Independent Reading

15. 15 Comprehension Questions Higher Order Thinking Overarching Question What questions do readers ask? Metacognition – the process of thinking about one’s own thinking Critical thinking – thinking about ideas and situations to make judgements and decisions Critical literacy – going beyond critical thinking to take a critical stance about the text Literal Inferential Evaluative Click on page to animate through graphic Thinking about Thinking: Setting the Stage for Independent Reading

16. Questioning to Enhance Thinking Visit the TVO Kids by clicking here! Visit the ROM by clicking here! How do our choices about the ways we use objects and materials affect our environment? Eco-school poster from Denlowe P.S., Toronto District School Board Thinking about Thinking: Setting the Stage for Independent Reading

17. Consolidating Learning View a video on the web: Modelling and Guiding (Grade 1) Thinking about Thinking: Setting the Stage for Independent Reading

18. Consolidating Learning View a video on the web: Consolidating the Learning (Grade 1) Thinking about Thinking: Setting the Stage for Independent Reading

19. Inquiry Habit of Mind What opportunities do your students have to participate with text and learn new ways to understand and compose a variety of texts? Where are possible gaps in your practice in relation to the ideas presented today? What do your students need next to become better meaning-makers? What do you need to do now to support your students’ needs? Thinking about Thinking: Setting the Stage for Independent Reading

20. Inquiry Habit of Mind What is the impact of __________________ (teacher practice) on ________________________ (change in student learning)? Thinking about Thinking: Setting the Stage for Independent Reading

21. Hand-outs and Reference Documents All resource and curriculum documents used in Thinking about Thinking sessions are available online in PDF. Please visit the following web page to download them: http://resources.curriculum.org/LNS/thinking/session2.html Resources Thinking about Thinking: Setting the Stage for Independent Reading