Yes, we are all readers and we can all model HOW we read.
The key points from the training are:
a) CHOOSE SOMETHING INTERESTING. Reading is taught by ANY teacher who shares HOW we get information from the text.
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| The first two questions |
c) Use these five questions to guide how you make your lesson BETTER (all lessons are READING lessons and we are ALL reading teachers).
1. What is essential for students to know?
2. What two places may cause students difficulty?
3. What will I model to help students get through the difficult parts?
4. What do students need to do with the information that they are reading? (take notes, make comments, prepare for a discussion?)
5. How will they hold their thinking while they read? (draw in the margin? underline? circle the imporant parts ? Write a summary in the margin?)
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| The next two questions |
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| Get the list at UNILEARNING in Australia |
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| UNILEARNING: http://unilearning.uow.edu.au/critical/2b.html |
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| Click on the video |
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| Be nice: You learned something today, right? So, click on this link click on LIKE (thumbs up on the right) and leave a comment. |
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| This is how the Critical ReadingChecklist looks on the video |
From their youtube account
youtube.com/McKeelIBISproject
Other videos here
Erik D has some videos that are not on the McKeel IBIS channel
Here's my comment on YOUTUBE.
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| See the video 9 Minutes |
THIS IS ANOTHER TRAINING VIDEO from McKeel >>>>>>>
There is a limit to the number of characters in the comment space.
Here's what I would have written if I had the space:
Dear Viewer,
I'm a visual learner. I love videos and I love when people read me stories. I like long drives with CSPAN interviews playing on my laptop.... I was STUNNED by what happened to me in this workshop.
Ms. Jenkins asked us to think about reading an article. She showed us a short article. It fit on a page.
She warned us that there were some words that we might not know about:
Bosnia,
Vedran Smailovic, a musician
cellist, which is a person who plays the cello
Yo-Yo Ma
She treated us like the teenagers that she teaches. IT was VALUABLE to see how she sets up TEACHER TALK to match where the students are, She led them from their Prior Knowledge and helped them get ready for the article.
1. Read the article. She asked us to look for one or two key points that struck us or that we noticed in the article. I liked the hug by the two cellists in England. The article by Paul Sullivan is in many places on the web. The key phrase:
Smailovic rose from his seat and walked down the aisle as Ma left the stage to meet him. They threw their arms around each other in an embrace. In the center of it stood these two men, hugging and crying unashamedly
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| This is the video that Ms. Jenkins played in the class... It is a reading and it focuses on selling the book called "The Cellist of Sarajevo" |
2. Watch a video (the central story was played in text in the video that Ms. Jenkins showed in class.)
Here's the David Wilde piece
3. Hear an interview with the Bosnian cellist.
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| Click HERE |
search "cellist bosnia"
Go ahead, you can do this now. Click on THIS LINK to hear the interview.
Ms Jenkins gave us the transcript of the interview (because the accent is a bit thick).
Here's the full paragraph that hit me:
Smailovic rose from his seat and
walked down the aisle as Ma left the stage to meet him. They threw their arms
around each other in an embrace.
------------------------------------------- << (I drew this line to indicate "new paragraph")
Everyone in the hall erupted in chaotic, emotional
excitement─clapping,
shouting, and cheering. In the center of it stood these two men, hugging and
crying unashamedly: Yo-Yo Ma, an elegant prince of classical music, flawless in
appearance and performance; Vedran Smailovic, dressed in a stained and tattered
leather motorcycle suit. His wild, long hair and huge mustache framed a face
that looked old beyond his years, soaked with tears and lined with pain. We
were all stripped down to our deepest humanity as we encountered this man who
had shaken his cello like a fist in the face of bombs, death, and destruction,
defying them all.
Here's the strange insight. I loved the music in the video (part 2) and I loved hearing the interview with the Bosnian Cellist (the story is called "the Cellist of Sarajevo")... but then Ms Jenkins asked us to compare the reading with the video and the interview.... I realized that I got one special piece more from reading. I really DO like reading. The video and the interview didn't have the HUG between Vedran and Yo-yo Ma.
This lesson grew from the need to FIND SOMETHING INTERESTING.
Yes, it's a bit more effort than jsut taking a story out of a newspaper or out of a
But here's all the material RIGHT HERE:
a. the article
b. the video
c. the audio file for the interview.
And then the key question: "Compare the reading with the video and the interview. What did you like about each of them?"
She had us use TodaysMeet.com, so if you school allows mobile phones, or if you are doing this reading in the Computer Lab, then you can get the students working in a chat room LIVE in the classroom ...
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| Go to TodaysMeet.com/daytona1 |
In case the record of the meeting on TodaysMeet.com/daytona1 is erased, here are some screenshots.
This is a VALUABLE RESOURCE for recording the class discussion.
If you want other examples of writing that was inspirec by Vedran, see this link
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| Click HERE for the CHANNEL |
Why not find something useful about reading and technology? I recommend the McKeel IBIS youtube channel.
There are few moments in training that have moved me to include items in my classroom.
I learned about Youtube in 2006
I learned about Skype in 2005
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| CLICK HERE and LIKE |
and now in 2015 I went to a workshop about reading.
yes, McKeel technology training pushed me out of "comfortable" and now I won't rest until I can start using TodaysMeet.com in my classes.
Be nice and click LIKE on this youtube video.
https://www.youtube.com/watch?v=mP5xFhGSz7I
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