Chapter 10

I read Chapter 10 which is titled "Determining Importance in Text." This chapter talks about finding important information in nonfiction text. To get students to discover meaningful from non-meaningful information, the author says to model several different techniques to students in the form of lessons. You want to direct students attention to particular details, since it is impossible to remember everything that is read. The author says to seek out a "big idea" and try to connect all important information. Important information can often be found at the beginning and end sentences in a paragraph.

Matt

Chapter 14: Reading to Understand Textbooks

I read Chapter 14: Reading to Understand textbooks. I chose this particular chapter because I have an interest in teaching middle school science, and I know a textbook will probably be required if I choose to go along this route. The main idea that I took away from this chapter was the importance of teaching HOW to read a textbook, which is something that I had never given much thought. As adults, I think a lot of times we forget how long it took us to learn the things that we know. For me, navigating a textbook is simple and a no-brainer. However, I forget that it probably took me many years to build these skills. It’s important for students to understand how to use a textbook before you can even expect them to be able to read and comprehend the material inside of it. I think that this is an excellent point and I will never forget this. This chapter gave a lot of good ideas and mini lessons that you could use if you are a teacher who must teach from a textbook, which I found very valuable.

Book Club Blog - Authentic Questions

For this week's blog post, I am going to be discussing the "Visualization and Inferring" chapter from Strategies that Work. Visualization is a technique that I feel is extremely useful, but is rarely used. Personally, I use this technique all the time while I am reading. I believe that it allows the reader to make more connections to their own life (since our visualizations are based off of what we see and how interpret it), produce more excitement in the reader, and make inferences towards the story and its plot.

The first thing I found interesting in this chapter is that is mentions not using books with images. Originally, I did not consider which types of books should be used for a visualization lesson. Stephanie Harvey explains that books without images requires students to make their own images in their mind. My first question is: Why might creating your own images in your mind or on a paper be beneficial while reading? 

On page 99, Stephanie Harvey mentions that visualizations can be an effective way to dispel misconceptions for students. For example, the book says that a teacher gave a lesson that required students to draw a picture about a particular scene described in a book. Some students drew a simplistic scene encompassing the details from the book, while others included their own smaller details (extra things in a room for example, which make a house seem more homely). I think that including extra images can be extremely beneficial and shows a students understanding of the scene, and not just what is explicitly described. 

One student in particular drew a baby that sprouted wings and flew into the clouds. This did not actually happen in the book. As a result, this could be a prime opportunity for the teacher to sit down and talk with the student about their visualization. I have two questions here: "How does a teacher 'correct" a students thinking or visualization without stating they are wrong?" and "Can a visualization be wrong?"

No two students pictures or visualizations are the same. Can picture diversity be a good thing? I believe it could be an opportunity for students and the teacher to share his/her ideas. This could be part of a group or class-wide discussion.

Next, I really liked how the author mentioned that you want to use all of your senses while describing a scene or the story, not just what you see. I have never really thought about included sensations like touch, sound, taste, etc. How could a teacher model these type of sensations? Perhaps you could start out with the teacher describing what he/she feels, sees, etc., and then moving on to what students notice. This would be a perfect place to take advantage of a white board list where students can compile everything they notice. 

Lastly, I wanted to mention that visualizations can be beneficial to make inferences in the story. For example, if you spent time visualizing a scene, you may notice the author mention a few small details about a barn.

Consider:

"There was a large red barn looming over the trees that surround it. The barn was being flanked by  an overgrowth of vines that crept up it's walls and grabbed hold of it's frame, as if it had no intention of letting go.

Specks of red paint were peeling off the side of the barn and being picked up by the wind. The flakes of paint were lazily spiraling through the air until they settled on the cold, dry dirt. "Empty," I thought.

There was gaping opening on the front of the barn. It looked as if the barn was hiding many secrets, as not even the sun's light could penetrate it's mouth. I crept inside the barn.

The walls were dark and covered in cob webs. I had to see more. I began to walk towards the center of the barn. Each step I took sent puffs of dust into the air, only to be eaten up by the darkness moments later. The air felt heavy and dry.

Along the walls were piles of hay. This was not the type of hay that was fresh and green. The hay looked as if it was long forgotten and has grown old, much like this barn that is slowly decaying. I picked up a single piece of hay from an overwhelming large stack and began to play with it. I bent it forwards and backwards until it broke. Dust. Always turning to dust.

'Hey John, what are you doing in there," I hear a voice call from outside the barn."

This type of scene could allow the student to make many inferences. A student could spend time imagining what the author wrote, and then considering why the author might have included this. Perhaps the dry hay will start a fire later in the novel? It's a possibility.

So what do you guys think about visualizations? I personally was never taught how to do them, but I naturally developed the habit. I believe it's beneficial and would like to have teachers teach this technique. Are there certain times when visualization may be better used? Or a certain genre of book?

I threw out a bunch of authentic and regular questions throughout this writing. Just pick and choose what was most interesting.

Matt