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Figure 19

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Shelly Smith Osten

on 15 November 2014

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Transcript of Figure 19

Figure 19 - "I know, and I know how I know!"
With the person closest to you, define metacognition. Then share your partner's response with a different person.
Are we teaching the TEKS or teaching students to be metacognitive and strategic readers?
The Mathematician Polya and the connection to Figure 19
Problem solving research has shown that when confronted with new or challenging problems, learners typically employ a random hit-or-miss process approach to solving the problem. This is also the case when readers attempt to tackle complex texts. - Campanaro (2013)

Vertical Alignment
Types of Knowledge
To comprehend, readers use a variety of strategies deliberately and independently.
Think about your Thinking
Kid Friendly Explination
By Jennifer Ward, Clarencia Wade
and Shelly Osten

How do we teach Fig. 19?
Notice and Note
6 “signposts” that alert readers to significant moments in a work of literature and encourage students to read closely. Learning first to spot these signposts and then to question them, enables readers to explore the text, any text, finding evidence to support their interpretations. In short, these close reading strategies will help your students to notice and note.

Phase 1
Phase 2
Phase 3
Fig.19 C,D,E and F
Fig. 19 A & B

An awareness and knowledge of ones mental process such that one can monitor, regulate and direct.
You're driving home and there is a car accident...What do you do?

Do you sit in the traffic or start thinking about alternative routes?
Phase 4
Math Process
Reading Process
Metacognative Focus
Figure 19 Strategies nested in the Problem Solving Model
Please open the problem solving model attachment.
Please open the Figure 19 Comprehension chart.
Knowing what the strategy is and what it is meant to do. Your declarative knowledge of a strategy begins with your awareness of it.
Knowing how the strategy works or is implemented.
Understanding the when or why of a strategy use.
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