Making Thinking Visible in Reading Instruction
When I first started teaching reading after years of teaching writing I was shocked at how invisible it seemed. My students sat there with a book open in front of them and I couldn’t SEE anything. It was so different from teaching writing, where I could examine drafts and notebook entries — actual words that students had written down. But with reading? There was the book and there was the brain. How did I know what was going on between the two? And how did I know what to teach?
I’m thrilled to be chatting about this, as making invisible thinking visible is an on-going challenge in reading instruction. We’ll consider some of the following questions:
Why is it important to make thinking visible in reading instruction? How has it helped you and your students?
- What kinds of thinking do you try to make visible for your students?
- How do you use whole class, small group and one-on-one instruction to make thinking visible?
- How can we help students make their thinking visible?
- What are some challenges you’ve faced in making thinking visible with your students?
- What tools or resources have you used that help you make thinking visible?
See you soon!