Meaning Maker:
Interacting with Text
SESSION
2
Thinking about Thinking: Setting the Stage for Independent Reading
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Overview
A learning resource for educators with six sessions:
1.
2.
3.
4.
5.
6.
Thinking as a Habit of Mind
Meaning Maker: Interacting with Text
Code User: Breaking the Code
Text User: Understanding Purpose and Form
Text Analyzer: Critically Thinking about Text
Putting It All Together: Integrating the Four Roles
Thinking about Thinking: Setting the Stage for Independent Reading
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Key Messages
• Early primary students are capable of thinking about their
own thinking.
• The four roles of the literate learner model supports
higher-order thinking in K–2 classrooms.
• The Guides to Effective Literacy Instruction, Grades 4
to 6 support all teachers in planning effective literacy
instruction.
• Higher-order thinking is not about a series of events or
lessons, but rather about developing a habit of mind.
Thinking about Thinking: Setting the Stage for Independent Reading
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Learning Goals for Session 2
This session is intended to:
• focus on the role of meaning maker as a
relationship between author and reader
• explore questioning as a key strategy for
meaning-making
• examine the use of relevant and authentic
contexts to enhance student engagement
• make connections to professional
resources that support all teachers
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Interacting with Text
Click on page to animate
graphic
Language Knowledge
Author’s Words
Vocabulary
Punctuation
Style
Syntax
Phonology
Morphology
Syntax
Vocabulary
Strategies
Using cueing systems
Activating prior knowledge
Predicting
Visualizing
Questioning
Drawing inferences
Finding important information
Summarizing
Synthesizing and evaluating
Monitoring/revising comprehension
Text Features
Use of organizational tools
Use of informational
tools (glossary, captions)
Format/Layout
Use of space and graphics
Use of illustrations
Author’s Purpose
Topic
Ideas
Message
Text Knowledge
Self-Concept as a Reader
Purpose for reading
Interests & Experiences
Factual Knowledge
Thinking about Thinking: Setting the Stage for Independent Reading
Organizational &
informational structure
Artistic elements of text
Print concepts
Text type
5
Evolving View: Four Roles of the Literate Learner
Click on page to animate graphic
Adapted from page 9 of Literacy for Learning: The Report of the Expert Panel on Literacy in Grades 4 to 6 in Ontario
(2004). Based on Freebody and Luke’s “Four Resources Model” (1990). The Expert Panel elaborated on the four
resources model to suggest four roles of a developing junior learner. The Evolving View: Four Roles of the Literate Learner
is for discussion purposes only and is based on the work of the Collaborative Inquiry in Literacy 2008–09 and 2009–10.
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Reading for Meaning
“Comprehension means that readers think
not only about what they are reading, but
what they are understanding. When readers
construct meaning, they are building their
store of knowledge. But along with knowledge
must come understanding.”
Harvey and Goudvis, 2000, p.9
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Reading for Meaning:
Book Thinking
View a video on the web:
Book Thinking (Kindergarten)
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Integrated Learning
in the Classroom
How does integrated
learning support
meaning making?
Thinking about Thinking: Setting the Stage for Independent Reading
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The Big Ideas of Curriculum
“Big ideas are the broad,
important understandings that
students should retain long
after they have forgotten many
of the details of something that
they have studied.”
Science and Technology, 2007, p.6
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Relevant and Engaging Contexts
• Identify and highlight big ideas
that you feel will be relevant and
interesting to students.
• Pose an overarching question that
encompasses the big idea.
Thinking about Thinking: Setting the Stage for Independent Reading
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Connected Experiences Using a
Variety of Texts
Visit the ROM by
clicking here!
Visit the TVO Kids
by clicking here!
How do our choices
about the ways we
use objects and
materials affect our
environment?
Eco-school poster from Denlowe P.S.,
Toronto District School Board
Thinking about Thinking: Setting the Stage for Independent Reading
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Modelling and Guiding to
Extend Thinking
View a video on the web:
Modelling and Guiding (Grade 1)
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Questioning for Meaning
Making
“We must strive to create classrooms
that celebrate passionate curiosity.
Curiosity spawns questions. Questions
are the master key to understanding.
Questions clarify confusion. Questions
stimulate research efforts. Questions
propel us forward and take us deeper
into reading.”
Harvey and Goudvis, 2000, p. 81
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What questions do readers ask?
Comprehension
Questions
Higher Order Thinking
Overarching
Question
Metacognition – the process of thinking about
one’s own thinking
Literal
Inferential
Evaluative
Critical thinking
– thinking about ideas
and
situations to make judgements and decisions
Critical literacy – going beyond critical thinking
to take a critical stance about the text
Click on page to animate through graphic
Thinking about Thinking: Setting the Stage for Independent Reading
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Questioning to Enhance Thinking
Visit the ROM by
clicking here!
Visit the TVO Kids
by clicking here!
How do our choices
about the ways we
use objects and
materials affect our
environment?
Eco-school poster from Denlowe P.S.,
Toronto District School Board
Thinking about Thinking: Setting the Stage for Independent Reading
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Consolidating Learning
View a video on the web:
Modelling and Guiding (Grade 1)
Thinking about Thinking: Setting the Stage for Independent Reading
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Consolidating Learning
View a video on the web:
Consolidating the Learning (Grade 1)
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Inquiry Habit of Mind
• What opportunities do your students
have to participate with text and learn
new ways to understand and compose
a variety of texts?
• Where are possible gaps in your
practice in relation to the ideas
presented today?
• What do your students need next to
become better meaning-makers?
• What do you need to do now to support
your students’ needs?
Thinking about Thinking: Setting the Stage for Independent Reading
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Inquiry Habit of Mind
What is the impact of __________________ (teacher practice)
on ________________________ (change in student learning)?
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Hand-outs and Reference Documents
All resource and curriculum documents used in Thinking
about Thinking sessions are available online in PDF. Please
visit the following web page to download them:
http://resources.curriculum.org/LNS/thinking/session2.html
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