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Higher order thinking in reading

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by

Anali Weatherhead

on 30 January 2014

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Transcript of Higher order thinking in reading

Under the surface
Tip of the Iceberg
THE COMMON CORE SOLUTION:
a result of studies showing students entering college couldn't read college level text.
Common Core State Standards and Complex Text
Learning Target:

I can identify critical information
regarding complex text.


MAGIC TRIANGLE

QUANTITATIVE (analyzed mathematically):
word
length
word
difficulty
word
frequency
sentence length
text
length
text
cohesion
QUALITATIVE (professionally determined):
levels of meaning and purpose
language usage
vocabulary and word choice
figurative language
reader's background knowledge
structure and organization

HOW THE HECK AM I GOING TO DO THAT????

COME CLOSE and Actively Engage----------------BY CLOSE READING!!!!
Number the paragraphs
Read silently (cold read)
Read Again
Mark the text--circle key terms/vocabulary
--underline main ideas and phrases
Think about your thinking
Range of Reading and Level of Text Complexity

CCSS.ELA-Literacy.CCRA.R.10
Read and comprehend complex literary and informational texts independently and proficiently.
Students can only gain this foundation when
the curriculum is
intentionally
and
coherently
structured
to develop rich content knowledge within and across grades.
Reader and Task (professionally determined):
motivation
knowledge and experience
purpose for reading
complexity of the task assigned to text
complexity of questions assigned to text
Instructional Strategies:
Overuse of these may impede progress toward CCSS goals
Automatically substituting lower level texts for targeted students or for all students.
Playing the audio version of all texts, including the novels
Omitting activities without understanding the whole picture of the unit
Changing the rubrics (Social Studies)
Full transcript