Week 2 Book Study
Submitted by Meryl Becker-Pr... on January 11, 2015 - 11:25am
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Greetings to all members of the Book Study,
We kicked off our first week of the book study with quite a very lively discussion covering chapters 1 and 2 of Reading Apprenticeship. For the week of January 12 through the 16, we will cover chapters 3 and 4. Here are the questions from the LINCS Study Guide for the second week.
In your post, be sure to indicate which question you are responding to.
Please remember that these questions are general and can be applied to any of the chapters.
- How did the ideas in this chapter speak to your experience as a teacher?
- What in this chapter particularly caught your attention? Cite a specific phrase, sentence or group of sentences that grabbed you and explain why.
- Were there ideas or sections in this chapter you had questions about; things you wanted to know more about?
Chapter 3: The Social and Personal Dimensions: Building a Foundation for Engaged Learning
9. What elements of “building relationships and norms for classroom collaboration” (pages 59-69) are similar to things you do with your students? What ideas strike you as interesting to explore further, and how do you imagine trying them out with your students?
10. In the section on “building reader identity” and “building agency, confidence, and dispositions for learning” (pages 76-85), what phrases, sentences, ideas are most striking to you? Are there ideas you would be interested in trying in your teaching?
Chapter 4: Metacognitive Conversations: Making Thinking Visible
11. Ruth Schoenbach writes: “I suggest you read this chapter twice, since it is the most important—and integrative—element of the Reading Apprenticeship framework (even if it means you’ll have to miss one of the next chapters). Be sure to read the “Classroom Close-ups” too. On this first reading, just make notes on what strikes you as most interesting to discuss with others.
12. On pages 92-94, the text describes a few non text-based activities that can be done with students to introduce the concept of metacognition. What activities might be most effective with adult learners?
13. From Ruth Schoenbach: “When you read this chapter a second time, try to imagine what it would be like to carry our some of these “metacognitive routines” in your classroom. Make notes about what questions come up as you imagine this.”
Susan Finn Miller and I want to welcome you to the second week of our conversation. Happy reading!