Reading Units of Study
What we do as readers:
- Construct Understanding as we read by:
- Holding onto details
- Asking Questions
- Drafting Answers
- Revising and refining our answers as we continue to read.
What we do as teachers:
- Slow down our thinking to make it "visible" to readers.
-Notice and name what students are doing as readers.
-Harness the power of student talk.
Charts you should see in your child's notebook:
What I know / What I wonder
Pattern (or “Always” or "Usually" Statement) We Notice /Where it Occurs
What we know/ What we wonder/ What we think (Maybe Statements)
Patterns we notice /Other Patterns that might connect with this/ Ideas these connections might show
How is pattern changing/ What we think
© 2012 by Dorothy Barnhouse and Vicki Vinton from What Readers Really Do. Portsmouth, NH: Heinemann
- Construct Understanding as we read by:
- Holding onto details
- Asking Questions
- Drafting Answers
- Revising and refining our answers as we continue to read.
What we do as teachers:
- Slow down our thinking to make it "visible" to readers.
-Notice and name what students are doing as readers.
-Harness the power of student talk.
Charts you should see in your child's notebook:
What I know / What I wonder
Pattern (or “Always” or "Usually" Statement) We Notice /Where it Occurs
What we know/ What we wonder/ What we think (Maybe Statements)
Patterns we notice /Other Patterns that might connect with this/ Ideas these connections might show
How is pattern changing/ What we think
© 2012 by Dorothy Barnhouse and Vicki Vinton from What Readers Really Do. Portsmouth, NH: Heinemann