Chapter 9 was about how readers question before, during, and after reading using the text, inferring, or using an outside source to answer their questions. I thought Debbie Miller’s idea of a “Wonder Box” was very neat. In Chapter 10, the author discussed how to model the difference between fiction and nonfiction using a Venn diagram. I teach my students the difference between the two through discussion using a fiction and a nonfiction poster in my room. I have also used a mnemonic device to help them remember that fiction is fake, fairy tale, and/or fantasy. But I’ve never thought about using a Venn diagram to compare fiction and nonfiction, which seemed so obvious after I read it in the book. I plan on doing this in the future! Chapter 11 sums up the book with synthesizing information. I liked Debbie Miller’s idea of how readers monitor overall meaning, important concepts, and themes as they read, understanding that their thinking evolves in the process. I also liked how the author suggested letting students read for 5-10 minutes then retell to a partner. Miller says that retelling is a way of synthesizing and that writing in response to reading enhances comprehension. I plan to try retelling to a partner during AR time in my class.
In Chapter 9, I thought the “Wonder Box” was a fantastic idea too Macie. Children are recording answers first, sharing with the group, recording their thinking again, and then noting how, or whether, their thinking has changed and why.
Chapter 10 stressed the importance of fiction and nonfiction text. I also model the differences between fiction and nonfiction books when they are introduced throughout the year in our Voyager Program. I also plan on using Venn Diagrams to compare the two.
I like the retell in Chapter 11 as a way of synthesizing. We do this often and I enjoy listening to the children share what they have learned and what they remember. I LOVE the incorporation of art into synthesizing to show how much they understand what they have read. I also like the idea of doing a retell during AR time.
The last three chapters had great ideas. In chapter 9, I liked the idea T for text, OS for outside source, and I for inferring for answering questions during and after reading. Making inferences is hard for students and I can see that this could be beneficial. I thought the wonder box was a fantastic idea, too.
I really enjoyed chapter 10 and 11 on fiction and nonfiction text. This year, I have third graders that prefer nonfiction text. I notice they will read the text, but not pay attention to information in things like fact files, bubbles, and captions. I think I will try Debbie’s idea for convention notebooks. I see how the students can use these for building background information and synthesizing their thinking. I will display these in the classroom for a quick reference, also.
I liked the way Debbie Miller would write the questions that the students had before, during, and after reading the text and code them with a B, D, or A for before, during, and after. This helps the students to see that it is important for them to question before, during, and after they read. I also liked the Wonder Box that she talked about in Chapter 9. I thought it was neat that the students had their own box, they could decorate it, and had their own "wonder cards" in it. I think the students would really enjoy this.
These chapters had many great ideas that many of you have already mentioned. I like the questioning web as this is something that can be used to help students organize their thoughts quickly. I also like the group exploration that would create much discussion and learning between the students. I agree that the way Debbie Miller labeled the types of questions as before, during, or after is great to help students understand when they should ask certain types of questions. These are some great tools I plan to use in the lessons we have where students are digging deeper with questioning.
Like Macie, I also that it was neat to see Fiction and Non-fiction compared with a Venn diagram. This is a great visual for students and always helps with any topic.
I really enjoyed rereading (I read it over the summer) this book. It has many great ideas to incorporate in our reading lessons. I think it would be a great idea for us to compile a list of all the techniques or strategies as a quick reference when preparing each Voyager lesson so we could quickly pick from a variety of strategies that would be very effective. I plan to try to make a list over the holiday break (keeping my fingers crossed I can squeeze it in).
I like the way that Debbie Miller teaches her children to synthesize information when they read. My children enjoy retelling the stories that we read. She reminds her students to tell what is important in a way that makes sense without telling too much. I also like the way that she ends her day getting her students to synthesize their learning for the day so they can tell their parents what they learned in school that day.
The last three chapters in Reading with Meaning were enjoyable. There are many strategies I would like to include in my reading block. I like how her students used the (T) reading and looking for clues in the book, (I) inferring, and (OS) outside source, to figure out answers to questions. The Wonder Box is definitely a strategy I plan to use. The idea of using a Venn diagram to model the difference between fiction and nonfiction would be a great way for students to see and understand the difference in the two. Using synthesizing to share, and recommend books they`ve read, enhances comprehension.
I liked all of the activities with the evidence of understanding and independence. I thought the group exploration was a great idea to use in a station. The wonder box is also very cute. I also liked the way she ends the day with her students with synthesizing their learning from the day.
Reading this book has inspired me to try different activities and instructional strategies during my reading lessons. I especially liked the questioning web that Debbie Miller used to help her students to develop interpretations of characters or events in stories. I do plan to use questioning webs with stories in our Anthology books. Also, I liked the way that Debbie Miller used a Venn Diagram to help her students to see the differences between Fiction and Non-Fiction text. I need to focus more on teaching my students how to tell the differences between Fiction and Non-Fiction text. Finally, I loved the way the two little boys (Chapter 11) used sticky notes on a chart to record their thinking as they read the book "Oliver Button", and their final synthesis of the book. This was a great visual for the children's thinking processes and their final understanding of the book. This was another great idea that I plan to use with my class. Overall, Debbie Miller has an excellent way of making her students' thinking processes visible. This gives her insight into their thinking and their learning. I plan to make every effort in my classroom to help my students to make their thought processes visible so that I can be certain that "real" learning is taking place.
I agree Debbie Miller has inspired me with her instructional strategies. How can you help but wonder how the activities that she used with her class would work with your students? From the conversations I have heard and having been involved,I know she has inspired us all to try different approaches. I especially enjoyed the many examples of her student's work. The charts,webs,diagrams,etc. provide great visual references for the students to help with the final understanding of the lesson. I love The Wonder Box concept. Her approach to Questioning was very interesting. I like the way she coded and labeled(B) before we read,(D) during our reading and(A)after reading. I agree that it is very important to help the students understand how to answer their questions by rereading and looking for clues in the text (T), inferring(I),and /or using an outside source(OS).Many of my students are reading non-fiction books and need to understand this higher level of the thinking process.
I also thought Debbie Miller had great ideas in Chapters 9, 10 and 11. I really like the idea of using the B, D, and A in front of before, during, and after questions. I think the students would really enjoy doing this. The questioning web is something I plan to add to my reading lessons as well, but my favorite is the Wonder Box! I love this idea. I really think my students would have fun with this. They could do this with the different rivers we learn about. Their boxes could be all about rivers. Chapter 10 really got me to thinking. Like Ginger had said my students love non-fiction. They all love to read non-fiction books but like Sharron’s class they tend to miss a lot of information because they don’t read all the bubbles and small text. Then they want to go take an AR test and they have missed some really important information. Non-fiction is much harder to read and comprehend. For example we do Scholastic News and the students love them but the test are hard because the information is real not made up. I am going to bring more non-fiction into our reading. In Chapter 11 I loved the synthesis wheel. I loved it when Ben said “Your thinking gets bigger” retelling is so very important. In Chapter 4 Debbie Miller talks about recommending books and Ms. Peggy I think does this also. This is great. I liked how Debbie miller’s students made a small poster about books they had read, I think having something like the wonder box for recommendations with book review might be something I will have to try. This book has really given me food for thought. I am looking forward to implementing many of Debbie Miller’s ideas.
I have truly enjoyed reading this book. It was such an easy read, and I liked that she gave precise examples of lessons, usable ideas, and motivating stories of how her students accomplish the task of reading and making meaning. I also liked the list of books at the end of each chapter to reinforce each strategy. Each of the last three chapters had many great ideas, but I really liked chapter on asking questions (chapter 9). The Questioning Web is a great way for students to organize their thoughts and activate their thinking. Like many of you, I also enjoyed reading about Wonder Boxes...what a great idea to keep students thinking!
I really enjoyed the last 3 chapters. In chapter 9, I liked the idea of the wonder box and how they could have their very own to decorate. I also liked how she got the children to synthesize their thoughts at the end of the day so they could go home and talk about what they learned. In chapter 10, I liked how she used the venn diagram to see the difference in fiction and nonfiction. It helped me to realize that I need to spend more time discussing this. I sometimes just assume they know the difference. In chapter 11, I enjoyed reading her ideas about retell. This is something I really feel that I need to work more on.
Like many of you have already said, I really liked the idea of having the children synthesize their thoughts at the end of the day so they could talk about what they learned when they got home! I am going to try to start doing this everyday!
I have really enjoyed this book. I liked that she provided step by step strategies scaffolded to help learners read for meaning. The detailed explanations and pictures made it easy for me to visualize how I would use these strategies in my classroom. I especially liked the “wonder boxes”. This would be an excellent way to encourage students to ask questions and keep them thinking.
Page 132 in chapter 9 shows a questioning web for the book Amelia Bedelia Goes Camping. My middle reading group is reading this book right now.I am going to try this activity after the break with that group. When we finish reading I will have them go back to their seats and complete the activity as part of their station work. Then we will share them with the other members of the group during snack time. I hope this will lead the children into "questioning" more independently.
Chapter 9 was about how readers question before, during, and after reading using the text, inferring, or using an outside source to answer their questions. I thought Debbie Miller’s idea of a “Wonder Box” was very neat.
ReplyDeleteIn Chapter 10, the author discussed how to model the difference between fiction and nonfiction using a Venn diagram. I teach my students the difference between the two through discussion using a fiction and a nonfiction poster in my room. I have also used a mnemonic device to help them remember that fiction is fake, fairy tale, and/or fantasy. But I’ve never thought about using a Venn diagram to compare fiction and nonfiction, which seemed so obvious after I read it in the book. I plan on doing this in the future!
Chapter 11 sums up the book with synthesizing information. I liked Debbie Miller’s idea of how readers monitor overall meaning, important concepts, and themes as they read, understanding that their thinking evolves in the process. I also liked how the author suggested letting students read for 5-10 minutes then retell to a partner. Miller says that retelling is a way of synthesizing and that writing in response to reading enhances comprehension. I plan to try retelling to a partner during AR time in my class.
In Chapter 9, I thought the “Wonder Box” was a fantastic idea too Macie. Children are recording answers first, sharing with the group, recording their thinking again, and then noting how, or whether, their thinking has changed and why.
ReplyDeleteChapter 10 stressed the importance of fiction and nonfiction text. I also model the differences between fiction and nonfiction books when they are introduced throughout the year in our Voyager Program. I also plan on using Venn Diagrams to compare the two.
I like the retell in Chapter 11 as a way of synthesizing. We do this often and I enjoy listening to the children share what they have learned and what they remember. I LOVE the incorporation of art into synthesizing to show how much they understand what they have read. I also like the idea of doing a retell during AR time.
The last three chapters had great ideas. In chapter 9, I liked the idea T for text, OS for outside source, and I for inferring for answering questions during and after reading. Making inferences is hard for students and I can see that this could be beneficial. I thought the wonder box was a fantastic idea, too.
ReplyDeleteI really enjoyed chapter 10 and 11 on fiction and nonfiction text. This year, I have third graders that prefer nonfiction text. I notice they will read the text, but not pay attention to information in things like fact files, bubbles, and captions. I think I will try Debbie’s idea for convention notebooks. I see how the students can use these for building background information and synthesizing their thinking. I will display these in the classroom for a quick reference, also.
I liked the way Debbie Miller would write the questions that the students had before, during, and after reading the text and code them with a B, D, or A for before, during, and after. This helps the students to see that it is important for them to question before, during, and after they read. I also liked the Wonder Box that she talked about in Chapter 9. I thought it was neat that the students had their own box, they could decorate it, and had their own "wonder cards" in it. I think the students would really enjoy this.
ReplyDeleteThese chapters had many great ideas that many of you have already mentioned. I like the questioning web as this is something that can be used to help students organize their thoughts quickly. I also like the group exploration that would create much discussion and learning between the students. I agree that the way Debbie Miller labeled the types of questions as before, during, or after is great to help students understand when they should ask certain types of questions. These are some great tools I plan to use in the lessons we have where students are digging deeper with questioning.
ReplyDeleteLike Macie, I also that it was neat to see Fiction and Non-fiction compared with a Venn diagram. This is a great visual for students and always helps with any topic.
I really enjoyed rereading (I read it over the summer) this book. It has many great ideas to incorporate in our reading lessons. I think it would be a great idea for us to compile a list of all the techniques or strategies as a quick reference when preparing each Voyager lesson so we could quickly pick from a variety of strategies that would be very effective. I plan to try to make a list over the holiday break (keeping my fingers crossed I can squeeze it in).
*Should say...Like Macie, I also THOUGHT that it was neat...
ReplyDeleteI like the way that Debbie Miller teaches her children to synthesize information when they read. My children enjoy retelling the stories that we read. She reminds her students to tell what is important in a way that makes sense without telling too much. I also like the way that she ends her day getting her students to synthesize their learning for the day so they can tell their parents what they learned in school that day.
ReplyDeleteThe last three chapters in Reading with Meaning were enjoyable. There are many strategies I would like to include in my reading block.
ReplyDeleteI like how her students used the (T) reading and looking for clues in the book, (I) inferring, and (OS) outside source, to figure out answers to questions. The Wonder Box is definitely a strategy I plan to use.
The idea of using a Venn diagram to model the difference between fiction and nonfiction would be a great way for students to see and understand the difference in the two. Using synthesizing to share, and recommend books they`ve read, enhances comprehension.
I liked all of the activities with the evidence of understanding and independence. I thought the group exploration was a great idea to use in a station.
ReplyDeleteThe wonder box is also very cute.
I also liked the way she ends the day with her students with synthesizing their learning from the day.
Reading this book has inspired me to try different activities and instructional strategies during my reading lessons. I especially liked the questioning web that Debbie Miller used to help her students to develop interpretations of characters or events in stories. I do plan to use questioning webs with stories in our Anthology books. Also, I liked the way that Debbie Miller used a Venn Diagram to help her students to see the differences between Fiction and Non-Fiction text. I need to focus more on teaching my students how to tell the differences between Fiction and Non-Fiction text. Finally, I loved the way the two little boys (Chapter 11) used sticky notes on a chart to record their thinking as they read the book "Oliver Button", and their final synthesis of the book. This was a great visual for the children's thinking processes and their final understanding of the book. This was another great idea that I plan to use with my class. Overall, Debbie Miller has an excellent way of making her students' thinking processes visible. This gives her insight into their thinking and their learning. I plan to make every effort in my classroom to help my students to make their thought processes visible so that I can be certain that "real" learning is taking place.
ReplyDeleteI agree Debbie Miller has inspired me with her instructional strategies. How can you help but wonder how the activities that she used with her class would work with your students? From the conversations I have heard and having been involved,I know she has inspired us all to try
ReplyDeletedifferent approaches. I especially enjoyed the many examples of her student's work. The charts,webs,diagrams,etc. provide great visual references for the students to help with the final understanding of the lesson.
I love The Wonder Box concept. Her approach to Questioning was very interesting. I like the way she coded and labeled(B) before we read,(D) during our reading and(A)after reading.
I agree that it is very important to help the students understand how to answer their questions by rereading and looking for clues in the text (T), inferring(I),and /or using an outside source(OS).Many of my students are reading non-fiction books and need to understand this higher level of the thinking process.
I also thought Debbie Miller had great ideas in Chapters 9, 10 and 11. I really like the idea of using the B, D, and A in front of before, during, and after questions. I think the students would really enjoy doing this. The questioning web is something I plan to add to my reading lessons as well, but my favorite is the Wonder Box! I love this idea. I really think my students would have fun with this. They could do this with the different rivers we learn about. Their boxes could be all about rivers. Chapter 10 really got me to thinking. Like Ginger had said my students love non-fiction. They all love to read non-fiction books but like Sharron’s class they tend to miss a lot of information because they don’t read all the bubbles and small text. Then they want to go take an AR test and they have missed some really important information. Non-fiction is much harder to read and comprehend. For example we do Scholastic News and the students love them but the test are hard because the information is real not made up. I am going to bring more non-fiction into our reading. In Chapter 11 I loved the synthesis wheel. I loved it when Ben said “Your thinking gets bigger” retelling is so very important. In Chapter 4 Debbie Miller talks about recommending books and Ms. Peggy I think does this also. This is great. I liked how Debbie miller’s students made a small poster about books they had read, I think having something like the wonder box for recommendations with book review might be something I will have to try. This book has really given me food for thought. I am looking forward to implementing many of Debbie Miller’s ideas.
ReplyDeleteI have truly enjoyed reading this book. It was such an easy read, and I liked that she gave precise examples of lessons, usable ideas, and motivating stories of how her students accomplish the task of reading and making meaning. I also liked the list of books at the end of each chapter to reinforce each strategy. Each of the last three chapters had many great ideas, but I really liked chapter on asking questions (chapter 9). The Questioning Web is a great way for students to organize their thoughts and activate their thinking. Like many of you, I also enjoyed reading about Wonder Boxes...what a great idea to keep students thinking!
ReplyDeleteI really enjoyed the last 3 chapters. In chapter 9, I liked the idea of the wonder box and how they could have their very own to decorate. I also liked how she got the children to synthesize their thoughts at the end of the day so they could go home and talk about what they learned. In chapter 10, I liked how she used the venn diagram to see the difference in fiction and nonfiction. It helped me to realize that I need to spend more time discussing this. I sometimes just assume they know the difference. In chapter 11, I enjoyed reading her ideas about retell. This is something I really feel that I need to work more on.
ReplyDeleteLike many of you have already said, I really liked the idea of having the children synthesize their thoughts at the end of the day so they could talk about what they learned when they got home! I am going to try to start doing this everyday!
ReplyDeleteDebbie Miller has some great ideas!
ReplyDeleteI like the idea of the wonder box.
I also like the way she ends the day by synthesizing their learning.
I have really enjoyed this book. I liked that she provided step by step strategies scaffolded to help learners read for meaning. The detailed explanations and pictures made it easy for me to visualize how I would use these strategies in my classroom. I especially liked the “wonder boxes”. This would be an excellent way to encourage students to ask questions and keep them thinking.
ReplyDeletePage 132 in chapter 9 shows a questioning web for the book Amelia Bedelia Goes Camping. My middle reading group is reading this book right now.I am going to try this activity after the break with that group. When we finish reading I will have them go back to their seats and complete the activity as part of their station work. Then we will share them with the other members of the group during snack time.
ReplyDeleteI hope this will lead the children into "questioning" more independently.