MAT Blog

Check out episode II of Book Talk: Trackers by Patrick Carman

Posted by Marygrove MAT on Sep 20, 2013 4:36:00 PM

describe the imageWe’re on a mission to find books that your students will love—and once we find these books, you can hear all about them in our ongoing podcast series, Booktalk. This month, we’re talking about the first book in Patrick Carman’s acclaimed series, Trackers.

In Trackers we get to know Adam, Finn, Emily, and Lewis, a group of teenage tech-prodigies called the Trackers who find themselves lured into a dangerous web of blackmail and deceit by a hacker named Lasko. But this is no ordinary book. Trackers is actually a “vook,” a new kind of book that combines traditional print with online videos and interactive digital media!

To listen in on what we have to say about Patrick Carman’s “vook,” click here.

 

Tags: Book Talk, download, reading instruction, reading strategy, downloads, Reading

Going viral: Finding books that even your struggling readers will love

Posted by Marygrove MAT on May 30, 2013 9:40:00 AM

There’s nothing like seeing students lose themselves in a book. Even better is watching a new book go “viral”: one student checks the book out of the classroom library, reads it, passes it on to a friend and on it goes until nearly everyone in the classroom is talking about it. When the book finally makes its way back to the shelf, it is so warn out and well-loved that it nearly flakes away in your palm like ash. 

struggling readers
 

Finding those kinds of books—the ones your students can’t put down—is challenging, but it just got easier thanks to Brian Wilhorn’s website, Help Readers Love Reading.

Help Readers Love Reading recommends classroom-friendly books—that is, books students want to read without being coerced. Before he recommends books, Wilhorn’s students weigh in. If they don’t like it, he’s not going to recommend it. Here are other criteria he uses when selecting books:


1. Familiar stories. Stories children can easily imagine themselves into or with characters that could be seated next to them.

2. Series books. Not all of them, of course, but quality books with sequels that have built in continuing motivation.

3. Funny books. If a book makes a kid laugh out loud, other kids will want to know what's going on. The reader gets attention. The book gets attention.

4. Other books by the same author. If kids like Andrew Clements' school stories, well guess what? He's got plenty of others. How many kids read Gary Paulsen and think, "Well, that was fine, but one survival story is enough, thank you very much." Right. Not many.

5. Books where good is good and bad is bad. If a character is truly evil, kids will read just to see that character get what's coming. And if a good character is held down, the reward is even bigger when that character finally succeeds.

6. The "You Gotta Hear This!" factor. Any book that gets kids up off their seat to tell you what they just read has it. It could be newly learned information or a shocking revelation or the funniest thing that ever happened.

7. Miscellaneous and unclassifiable. This one is so mysterious I can't even describe it, but if a book's got it, it's got it.

If you’re looking for another place to find books your students will love, check out one of our blogs, “Reading Teachers: Book Wink has heard your students’ cries for help.”

 

Guide to Reading Comprehension

Tags: reading strategies, reading motivation, reading specialist, struggling readers, reading strategy, struggling reader

What the Kardashians Taught Me About Reading Instruction

Posted by Marygrove MAT on Apr 2, 2013 10:47:00 AM

reading instructionSlavoj Žižek is one of our favorite philosophers and cultural critics for a variety of reasons. For one, he’ll talk about anything—the Kardashians, Batman, toilets, the painting hanging behind the President during a television broadcast, whatever—so long as he can use that cultural artifact to help readers understand nearly impenetrable Lacanian theories. For another, he’s brilliant.

We’re not here to talk about Lacan or Žižek , but what we’d like to share does have something to do with a ubiquitous cultural artifact: The Kardashians.  We just came across a blog post by Christopher Lehman called “What the Kardashians Taught Me About Reading Instruction.” Like Žižek , Lehman uses an amusing analogy (or cultural artifact) to illustrate something substantive and intellectual.

What do the Kardashians have to do with reading instruction?  Lehman’s explanation is simple and makes sense:

Branding  yourself as a reading role model
“Kim Kardashian is on television, social media, billboards, magazines, ads on sides of buses, even Oprah. Love her or hate her, she is everywhere. And everywhere she shows up she is styled to be glamorous, branded to be the very fashionable friend you maybe, just maybe could have in your life if you shopped at the same places and bought the same things. We [teachers] need to take a lesson from Ms. K and brand ourselves as readers just as carefully so our students have that vision to aspire to.”

Here are a few tips for branding yourself as a reader:

  • Have a predictable opening line
    My friend Audra, for example, quite regularly begins conversations by asking, "What are you reading?" She has done that so often with me that I have started doing the same thing with others. It's as catchy as a catch phrase.
  • Any press is good press, as long as it's press
     Don't think you can only talk about reading when you've just finished a great book. Even talking about how hard you are finding it to make time to read, or how you just can't find a good book, is still a book conversation: "I have four half-read books on my Kindle that I just can't seem to find the time to read. I'm particularly feeling bad about Out of My Mind by Sharon Draper, because Melody, the main character just shocked her entire class and I'm nervous to find out what will happen next..." Ta-da, you're talking about reading. Even if you feel ashamed.
  • Post your reading life anywhere you can
    Place an "I'm currently reading..." white-board on your classroom/office/bedroom door. Post reviews on Twitter or Goodreads or Nerdy Book Club or anywhere you can think to. Wallpaper your room with book covers from books you have read or want to read next. Be as annoying-mazing with your branding as a Kardashian SlimFast ad followed by a Kardashian perfume ad followed by a preview of their next super new episode. Be everywhere.

This is only a brief excerpt of the article; to read the rest of Lehman’s post, stop by The Book Whisperer.

 

Guide to Reading Comprehension

Tags: reading comprehension, reading comprehension strategy, reading motivation, reading instruction, reading strategy, reading fluency, reluctant readers, the kardashians

Engaging reluctant readers with a multi-media reading experience

Posted by Marygrove MAT on Mar 28, 2013 9:21:00 AM

reluctant readersReviewers have called it gimmicky, but we’re confident that even your most reluctant readers will stand by Patrick Carman’s multi-media Skeleton Creek series.  

Engaging reluctant readers with a multi-media reading experience

Strange things have happened on an old dredge in the woods and best friends Ryan and Sarah are determined to unearth what people in town are hiding. Forbidden to see one another after Ryan is injured during an earlier misadventure, the duo continues to communicate through email.

The “book” portion of Skeleton Creek, a Mead-style, handwritten journal, is Ryan’s contribution to the story. Here we find his musings along with a series of links and passwords taking us to Sarah’s field videos. Following in the footsteps of films like the Blair Witch Project and Paranormal Activity, readers accompany Sarah as she’s forced to confront several unsettling truths: That those closest to her may be linked to murder; that Ryan’s “accident” might not have been an accident; and that there’s a specter of a ghost haunting a wreck in the woods.

Do the prose and filmmaking merit high accolades? They’re certainly not Joycean or Langean, but to your reluctant readers—they just might be.


If you’re looking for a few more tips for engaging your reluctant readers, check out one of our recent blogs, Teaching Reading Means Teaching Students to LOVE Reading or download our free Reading Comprehension Best Practices guide.

 

Guide to Reading Comprehension

Tags: reading comprehension, reading comprehension strategy, reading motivation, reading instruction, reading strategy, reading fluency, reluctant readers

It's National Reading Month & We've got 5 Reading Strategies

Posted by Marygrove MAT on Mar 5, 2013 9:39:00 AM

Reading StrategiesIt’s March and we can think of at least two reasons to be happy about it: First, we’re a mere 15 days away from spring. Second, March is National Reading Month!

To help you supplement your reading curriculum, we decided to look back over the last few months and pull out five of our most popular reading-related blogs. Here they are in no particular order:

Burying the Book Report: 5 More Book Report Alternatives
Let’s face it, there are only so many book reports a teacher can read in a lifetime; here are five alternatives.

I read it, but I don't understand it: 4 reading strategies that work
Learn about a collaborative reading strategy we gleaned from Janette Klingner, Sharon Vaughn, Alison Boardman and Elizabeth Swanson called “Click and Clunk.”

Teaching Reading Means Teaching Students to LOVE Reading
Most of us excel at something when we truly love it. Raw talent, natural inclination and drive help, but passion is an inextricable part of success. What if we applied this principal to teaching reading?

5 Tips for Creating an Effective Classroom Library
Early Literacy Education scholars suggest that the classroom library should literally be “the backbone of classroom activity.” Here are five strategies to consider as you design (or redesign) your classroom library.

Creating Avid Readers: 5 Reading Strategies for Parents & Teachers
There is a lot teachers can do to nurture a love of reading in their students, but we certainly can’t do it all. Here are five simple reading strategies for teachers and parents.

Happy National Reading Month!

 

Download our K-6 Reading Comprehension B

Tags: reading comprehension, reading strategies, reading comprehension strategy, reading motivation, reading strategy, reluctant readers, National Reading Month

Reading Strategies that Transcend the Classroom

Posted by Marygrove MAT on Mar 2, 2013 6:00:00 AM

Reading StrategiesIf the classroom is truly the training ground for life, it only makes sense that we would use reading strategies that mimic the way we read outside of the classroom, doesn’t it? This is essentially the crux of Rachel McCormack’s and Susan Lee Pasquarelli’s argument in Teaching Reading: Strategies and Resources for Grades K-6 (2009). We found it to be an engaging text and thought we’d share a few of their reading strategies:

Reading Strategies that Transcend the Classroom

Allow students to read silently before reading aloud
Students are often asked to read aloud; less often are they given the opportunity to silently read the text first. This might be worth reconsidering.

If you’ve ever agreed to read publically, chances are that you requested the opportunity to review the text before you stood in front of an audience. Why? Because you didn’t want to stumble over words or make silly mistakes. Naturally, our students feel the same. Most real-world reading happens silently, so doesn’t it make sense to allow our students the opportunity to read silently before shining the spotlight on them?  

Not all texts are read the same
How we read varies with the type of text and the purpose for reading it. In life outside of the classroom, we find ourselves in a myriad of reading situations. McCormack and Pasquarelli give the example of a reader who is waiting for a dentist appointment. Most likely, the reader will pick up a magazine to pass the time—or to take her mind off of the impending root canal! The reader knows the dentist is not going to give a reading quiz, so she skims, looks at pictures and often abandons articles for new ones.

This same reader would approach a recipe, a science text book, or an instruction manual designed to help her install a hot water heater very differently. Likewise, students should always consider the type of text they are reading, the overarching purpose for reading it and adjust the way the approach the text accordingly.  

How would you read an unfamiliar and difficult text?
Over the years, we’ve picked up reading strategies and use them so often that we’re no longer even aware that we’re using them. Because of that, it’s easy to forget how beginning readers experience texts. Here’s a simple exercise that will help you see reading from a student’s perspective and reacquaint you with your own reading strategies.

  • Find an unfamiliar text on something that is not particularly engaging to you—or even better, find something that is challenging: a scholarly article or Ulysses, for example
  • Open it up at random and start reading with a pencil in your hand
  • What’s happening to you? What words or phrases did you circle? Why? Is your mind wandering?  Do you have to reread sections to comprehend them?
  • Now take note of how you refocus your attention and regain your footing. Did you backtrack to the beginning of the chapter? Did you search for bolded or italicized words? Did you read the author’s biography?

Readers improve when they struggle
Learning something new is intimidating for many of us because we fear failure. As much as we want to challenge our students, we often worry about the effects challenges may have on a struggling reader’s self-esteem. It’s wise to allow students to choose their own reading materials sometimes, but don’t take away opportunities for your students to take risks, stumble and pick themselves up again. To struggle is to grow.

Download our K-6 Reading Comprehension B

Tags: reading comprehension, reading strategies, reading comprehension strategy, reading motivation, reading instruction, reading strategy, reading fluency

Engaging Reluctant Readers By Recruiting Reading Role Models

Posted by Marygrove MAT on Jan 12, 2013 6:00:00 AM

Vivian Johnson ReadingIn an ideal world, our students would pop out of the womb with an innate appetite for books. That’s not the world we live in, so rather than dreaming, we’re going to offer a few tips to turn your reluctant readers into avid readers. One thing to keep in mind when trying to engage reluctant readers is that there are two types of motivation: intrinsic and extrinsic. Reluctant readers—students who can read, but choose not to—have little intrinsic motivation, which means that you’re going to have to be the extrinsic motivator; it’s up to you to use the techniques to unite students with books! Finding a reading role model is one way you can make this happen.

Engaging Reluctant Readers By Recruiting Reading Role Models

  • Warm your students up to the idea of a reading role model.
    Before you wrangle up your reading role model, you’ll want to have a heart to heart with your students. Explain to them that many people love to read—in fact, reading is as essential to many professions as breathing is. How would a television or radio newscaster be able to tell us what’s going on in the world without reading? Would your students want an illiterate, or even a reluctantly literate, lawyer to take their case? Probably not.

Now ask them to think of professions that require reading and discuss why. Make a list on the board and discuss it. Use it to reach out to potential speakers now

  • What do I say to my potential reading role model?
    As you start to email or call potential reading mentors, you might say something like this:

    This year, I am making it my priority to engage my reluctant readers and teach them not only to value reading, but actually love it. Last week, we had an in-class discussion; we talked about various professions and why reading is an essential part of that profession. As an insert profession here, my students thought that you would be a perfect reading role model! They would be impressed if you would stop by our classroom and tell them about your reading habits and how they correspond to your profession.

  • You’ve found your mentor. How do you prepare them?

You might ask the mentor to tell your students about the different types of reading that they use on the job every day. Of course, this isn’t limited to just reading books. Your mentor may not be used to public speaking, so it might be helpful for you to talk a bit about your own reading habits and what you’ve told your students about them. If you need a framework, here’s what we might say:

Every morning, I wake up, brew a pot of coffee and sit down to check my email. I encourage people to contact me as much as they like, so usually there are five or six emails from some of my colleagues, students or parents. Once I’ve read and answered the emails, I read over my lesson plans, reacquaint myself with some of the assigned readings and if I have time, I check out my favorite celebrity gossip blog. Remember, there’s no such thing as “real reading.” When I get home, I have to cook dinner—which means that I have to read and follow the directions in my recipe book. Etc. etc. etc.


One thing we always try to keep in the forefront of our minds is the fact that most of us excel at something when we truly love it. Without passion or love, motivation will almost always diminish. Finding a reading mentor is only one small step we can take toward teaching our reluctant readers to love books. If you need a few more tips, check out one of our most recent blogs, “Teaching Reading Means Teaching Our Students to LOVE Reading.”

Download our K-6 Reading Comprehension B

Tags: reading strategies, reading motivation, reading specialist, reading strategy, reading ability, Reading, reluctant readers, reading role models

Teaching Reading Means Teaching Students to LOVE Reading

Posted by Marygrove MAT on Jan 8, 2013 10:12:00 AM

Teaching ReadingFew of us doubt the importance of teaching reading. Parents want their children to read and teachers have resorted to practically begging their students to read. But how do we make it happen? Here’s what we think:

Most of us excel at something when we truly love it. Raw talent, natural inclination and drive helps, but passion is an inextricable part of success. What if we applied this principal to teaching reading? What if we made it our goal not only to teach our students to read, but also taught them to love it? This may be a challenge, but here are 5 simple tips to get you started!

Teaching Reading Means Teaching Students to LOVE Reading

  • There’s no such thing as “real” reading

It’s funny how many of our students claim—and vehemently so—that they don’t like reading despite the fact that they read all the time. Try something: Ask your students if they text. Ask them if they update their Facebook account or read and write comments on their friends’ wall. Do they send email? Do they read magazines, comic books or celebrity gossip blogs? We bet they do.

Like it or not, if we want to nurture a love of reading in our students, we must acknowledge that these are legitimate forms of reading. Believe and reinforce this.

  • Ask them what they are interested in and help them find books that meet those interests

Remember, if you’re going to teach reading, you’re going to have to teach students to LOVE reading. After you legitimize all forms of reading, ask your students what interests them. Have them write it all down so you can help them research later. Do they like sports, history, exotic food? Maybe they are interested in woodworking or circuit bending electronics. Literally, there’s a book out there for everything; students may just need your expertise to help track it down.  

A 2008 survey conducted by Scholastic and Yankelovich revealed that 55 percent of the students surveyed agreed that there aren’t enough good books out there that target their age demographic. Of course this isn’t true. What is true, however, is that students most likely need your help finding the “good books.”

  • Texts don’t have to be long for them to be deep

One of the most exhilarating things about teaching reading and discussing texts is that they can be viewed through a variety of lenses. Remember Roland Barthe’s argument? “The author is dead. Who cares what he meant to say? Who cares about his biography?” Barthe’s argument will be a hit with your students who are tired of having their interpretations of a text belittled.

You may not fully subscribe to Barthe’s suggestions, but you can still push them to come to their own conclusions. When you teach reading, don’t impose limitations on books. Teach them to read critically. Teach them to read selfishly. Encourage them to interrogate texts by asking, “So what? Why should I care about this? How does it impact me? How does it impact my world?”

This gets to what we really wanted to say: A text doesn’t have to be long to be deep. Take Ezra Pound’s poem, “In a Station of the Metro.” It may be two lines, but it might as well be a novel. Dissect it. Play with it. Put it back together. Rinse and repeat.

Due to federal mandates left over from No Child Left Behind, literacy is now required to be a cross curricular activity.  Blogging encourages students to read and write, regardless of the subject matter. Blogs are a great way to meet federal and state mandated literacy requirements while allowing a wide open field in terms of content. 

But there’s more: Blogging creates a space where students get to think and express themselves in a different way. For one thing, blogs can be informal, which makes them less intimidating for weak readers and writers. Students may have mental blocks trying to structure an assignment using academic language, but using blogging in the classroom allows them to get the words out there without the fear of criticism and/or failure.

  • Harness the power of FREE literacy apps

Students love technology—it’s adults like us who are skeptical of it. Try something new this year! There is no shortage of FREE, touch-based apps that’ll help your students build their vocabulary and have fun while they do it. If you’re interested and not sure where to begin, check out one of our earlier blogs where you’ll find 5 of our favorite vocabulary building apps.

 Download our K-6 Reading Comprehension B

Tags: reading comprehension, reading strategies, reading comprehension strategy, reading motivation, reading instruction, reading specialist, reading strategy, reading ability, reading fluency, teaching reading

5 Tips for Creating an Effective Classroom Library

Posted by Marygrove MAT on Nov 13, 2012 1:40:00 PM

Like any library, our classroom library should be filled with a wide range of texts, both in terms of genre and difficulty. It should also be purposefully arranged and thoughtfully organized so that our students have a permanent, welcoming  space where they can read, check out, trade and order books that will engage them. Early Literacy Education scholars D. Ray Reutzel and Parker C. Fawson take it a step further: They suggest that the classroom library should literally be “the backbone of classroom activity,” a space where “much of what goes on each day draws from or occurs in or around the resources.” We’ve been reading their book, Your Classroom Library: New Ways to Give It More Teaching Power and liked it so much that we thought we’d share 5 of their teacher-tested, research-driven strategies to consider as you design (or redesign) your classroom library:

5 Tips for Creating an Effective Classroom Library

1. Library texts should relate to all areas of your curriculum
The primary function of any classroom library is (obviously) to bolster reading and writing instruction—but reading and writing cannot be taught in isolation. That’s why classroom libraries should include a wide variety of materials related to your entire curriculum. Do you have books related to history, music, art, drama, poetry, math, computers and nature? Try to build a collection that accommodates a wide range of interests and reading levels.

2. Find creative ways to engage reluctant readers
It’s always rewarding to have hungry readers, students who love to read, know how to find the books they want and are blessed enough to have parents who take them to the public library on a regular basis. But these students are, more often than not, a minority of our readers. This is precisely why our classroom libraries need to be so much more than a collection of books.

Reutzel and Fawson suggest that teachers use the library as a space for teaching students not only about literacy, but how to care for books. Try setting up a book repair shop equipped with a work bench, glue, tape and pencil erasers. Have them collaborate to create a display poster with clear directions on how to fix torn pages, broken spines and mangled covers.

3. Make it inviting. Make it fun.
An effective classroom library should be a gathering spot, a haven, a getaway spot that makes reading exciting. It should be a place students can't wait to get to. Here’s a great idea courtesy of middle school teacher and blogger, Heather Wolpert-Gawron:

Her classroom library comes complete with a Shakespeare action figure (detachable quill and all) that sits between a full-text edition of A Midsummer Night's Dream and the manga version of As You Like It. Her childhood Clash of the Titans lunch box bookends the fantasy section, and a knight rides among the historical-fiction section. If her students need a reminder about some of the rules, all they’ve got to do is glance up at the figurehead of Captain Morgan who is glaring down at a sign that reads, "Any who dare not use the proper means of checking out a book." I don’t know about you, but this seems like a place I’d like to hang out in.

4. Just because it’s a library doesn’t mean it can’t have other classroom resources
In addition to housing books, why not use your library as a central storage location for all of your curriculum resources like CDs, MP3 players, DVDs, comic books, computers and a printer with a scanner. How about a couple of typewriters and a few reams of scrap paper so they can mimic their favorite writers?

5. Provide them with daily independent reading time
Many of us grew up surrounded by books; we had parents who read to us and read for pleasure themselves; we were lucky enough to take frequent trips to the public library, maybe even book signings or author meet and greets. It sounds odd now that I think of it, but I even remember attending an all-night lock-in at my public library when I was a kid. Many (most?) of our students do not share these experiences. In fact, many of them grow up in homes without a single book.

That’s why we need to set aside time every day for students to experience the pleasure of reading. Studies repeatedly suggest that the more time students spend reading, the more they want to read and the more skilled they become at it. If your school doesn't honor Sustained Silent Reading (SSR), it might be time to become an activist and bring it back. Studies show that reading just 20-minutes a day not only helps create more enthusiastic readers, but also positively impacts reading test scores.

 

Download our K-6 Reading Comprehension B

Tags: classroom library, reading strategies, reading motivation, reading instruction, reading strategy, reading fluency

5 Ways to Help your Students with Critical Reading and Reading Critically

Posted by Marygrove MAT on Oct 30, 2012 2:08:00 PM

Critical Reading, Reading CriticallyIf our students had a dollar for every time we said, “You need to start reading critically,” they’d be millionaires by Christmas! Like critical thinking, critical reading is something many teachers take for granted because we know how to do it. But we need to remember that critical reading is a learned strategy, one that we must teach our students. So rather than have our students grit their teeth and learn through trial and error, we thought they might benefit from a few of these simple steps.

5 Ways to Help your Students with Critical Reading and Reading Critically

Poke around before you start reading
The first thing most readers do is check to see how long the text is and then do a quick mental tally to figure the amount of time it’s going to take to read it. Before you do that, check out the first page of the assigned reading:

  • Do you see any headnotes? Is there an abstract (a brief summary of what you’re about to read) or any other notes about the author? This is valuable information; read this first. 
  • Now read the first paragraph—maybe even the first few paragraphs if they are relatively short. Introductions are typically where the author sets up his or her argument and tells you what s/he is going to tell you in the rest of the article.
  • It’s sort of an unwritten law: you’re not supposed to read the end of a book first. Forget that for a second; go ahead and read the last paragraph(s). This is the section is important;  it’s where the author tells you what s/he told you in the text.

Let’s stand back and assess here. Think about all the things you know now that you’ve done this: You know who the author is (which means that that you have a sense for her biases); you know what she is going to talk about; you also know what her conclusions are. Not bad for a few minutes of work.

Not all paragraphs are created equally
Although every paragraph should serve a purpose and help the author build her case, not all paragraphs are created equal. You’ll want to spend more time on some paragraphs (reading, rereading, annotating) than on others.

Be on the lookout for certain key words and phrases
Experienced writers use certain signal or transitional phrases that, if you know how to look for them, draw attention to essential information.  For example, when an author says, “thus” or “therefore,” circle it and read on. Why? Because she is about to sum up her conclusion. The same goes for “however,” “moreover.” Also, when you see that the author has written “First,” it is likely that there will be a “Second” and “Third” point she will make. Circle these words so that you’ll be able to remember the structure of the author’s reasoning or argument.

Write on the text with a pencil
Mark up your books, but do it in pencil. Don’t try to rely on your memory. Here are some other tips:

  • Ditch the highlighter: When students do annotate their texts, many of them use highlighters. We suggest sticking to pencil for a few reasons: first, you’ll be able to erase your notes at the end of the semester; second, highlighters may draw your attention to specific areas in the text, but they don’t help you remember why you highlighted it in the first place. You can’t very easily write “I disagree because…” or “confusing” in neon pink highlighter, can you?
  • Use words, phrases and symbols: Underlining is good, but not enough. Of course, you’ll devise your own system, but you might try using an (!) for a particularly important sentence or paragraph. Try a (?) where you are confused. If the author appears to be going on a tangent, write, “How does this connect to the rest of the text?”

You have biases just like the author has hers
As you read, be aware of your own beliefs and, if you can, set aside your own preconceptions and judgments. If you begin reading something already having decided that you disagree with the author or that the reading is boring or stupid, you’ve already shaped the way you’ll engage with that text.

Setting aside your preconceptions doesn’t mean that you have to believe or agree with everything that you read. It simply means that you are open to new ideas and are prepared to interrogate your own as well as those of the author. 

Some of the ideas in this blog have been adapted from the Harvard Library’s article, Introduction: Thinking-Intensive Reading.

15 Ways to Kick Start the First Day of School

Tags: reading strategies, reading comprehension strategy, reading instruction, reading strategy

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