Directions for the homework assignments Spring 2013

Due 1/29: Journal Reflections: What do good readers do?

Part A. GETTING TO KNOW YOU.Select an artifact that in some way represents some aspect of who you are or something important in your own life. This artifact can be a picture, a coat of arms, or an object (a piece of clothing, jewelry, a tool etc.). Be prepared to give a 1-2 minute presentation to the class about how this artifact represents you or something important in your life. This information will help us get to know one another a little better.

Part B. GETTING THE CONVERSATION STARTED. As you read the first chapter of Cris Tovani’s book (Don’t panic! It’s only nine pages.), keep your eyes open for a sentence or short section of text that really makes you think.
  • Maybe you firmly agree with the sentence.
  • Maybe it brings up more questions than answers.
  • Maybe you whole-heartedly disagree with the concept.
  • Maybe it reminds you of a related experience.
Regardless of the reason behind choosing the sentence or section, write the sentence/section in the left column of your response journal. Then, in the right column, write down your thoughts about that sentence or section. Explain the thoughts the statement brought up for you and any other pertinent information regarding your response. We will be using these ideas to help frame our discussion at our next meeting.

Part C. MORE FOOD FOR THOUGHT: Use your journal to jot down other key takeaways (in the left column) and your comments, questions, interpretations, or connections (in the right column) about the Tovani’s Chapter 1 or Buehl’s Chapter 1. As you take notes or annotate your readings, keep in mind the focus of next week’s seminar: “What do good readers do?” Be prepared to share your thoughts during the seminar. Bring both texts AND your notes/journal to class with you.



Due 1/31 Using I Wonder Questions to Tackle Challenging Texts
  • Purpose:
  • Directions:

Due 2/5 Comprehension Strategy Self-Assessment
  • Purpose: The goal of this assignment is for you to become aware of the active reading strategies you currently use when reading gets hard, practice using all of these strategies, and reflect on how these practices may improve your own reading and study skills.
  • Directions: You should follow the directions as outlined on the assignment sheet. First, read your challenging text the way you would normally. Then, be sure to read the handout that accompanies the directions to help you better understand how to use each strategy as part of your comprehension problem-solving process. Then, reread a short section of text and complete the strategy chart, taking time to practice and reflect on your use of each comprehension strategy.

Due 2/12 Adolescent Literacy Reports
  • There are six numbered reports on the Jigsaw Activity page. Download the report that matches the number you were assigned and skim/read it, using the handout you were given to indicate the report's purpose, relevant statistics, important keywords/phrases, and a graphic/visual organizer (on the back of the sheet) representing how the keywords fit together to structure the report. Make six copies of your handout and be prepared to share your handout in a 5 minute overview report to the rest of your group next class.

Due 2/21 Tackling the Text Think-Aloud Assignment
  • Purpose: The goal of this assignment is to give you practice anticipating portions of texts that might be challenging and thinking aloud for your potential students in ways that model metacognitive strategies for understanding texts at these challenge points.
  • Directions:
    • (1) Read Beuhl Ch. 1 Cognitive Strategies for background information that connects to the concepts we covered in class about the strategies that good readers use (p. 3-13).
    • (2) Read #3 Lapp et al article on Think-Alouds - download from the wiki - to view examples of how to organize your modeling of how to tackle challenging texts using a three column chart. You can also refer to the handout from class with modeling how to read on the Internet as another example.
    • (3) Refer to Reading #4 Block & Israel article on the wiki for additional ideas for thinking aloud about each strategy.
    • (4) Complete the Tackling The Text Think-Aloud Assignment using the chart on the back of the assignment sheet and a challenging text (the one you covered in class or a new one). You can download a copy of the Tackling the Text Assignment from the tab at Readings/Handouts A under the Asking Questions heading. You can type your answers right into the document and bring it into class next Tuesday. Be sure to relate your lesson to your content area standards and be prepared to teach a short "mini-think-aloud" lesson with a new partner using your "script" in class.