Checking up on HOW we read (because it matters that we have misrepresented to students why we read and how we ought to approach any text whether fiction or nonfiction)

acquisition of new reading vocabulary, Teacher Support: Following and Timing?, teaching reading strategies, teaching writing strategies, Thinking About the Reading/Writing Process As It Applies.., Uncategorized

Kylene Beers and Bob Probst have written many a gifted text for those of us seeking answers to questions we as educators carry around with us in angst, day after day, about how to solve inadequacies we see in student comprehension, in bridging gaps in reading achievement and so on.  But this one is a particularly noteworthy one, as it “busts through all the bull” that students face as they approach upper elementary into middle school years and run straight into fake news; Beers and Probst provide strategies to help students find their voice in social justice and all else they read while feeling their way through, to help themselves understand why how they read is so important. Students begin to approach text as critical thinkers:  thinking — in which the student improves the quality of his or her thinking by skillfully analyzing, assessing, and reconstructing it. Critical thinkers self-direct, self-discipline, self-monitor, and self-correct thinking.

Whoa.  For students to get to that point through strategies learned, that really is disrupting thinking…theirs and ours.

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