Gave a demo lesson with students on how to use CODING to think about their thinking. When I asked these students if they ever think about lunch or something else while they are reading, most gave me a thumbs up! When I asked them if they finish reading and sometimes have no clue what they read because their minds were wandering, many gave me another thumbs up! Some students’ jaws dropped. How did I know? 🙂
Here are some photos from the lesson with 4th grade students. The text was an article about Rudy Tolson-Garcia, a para-Olympic athlete. I’ve included a few reminders for teaching students to self-monitor using Linda Hoyt’s coding strategy. (See a previous blog of mine for more info on this strategy.)
- State the objectives for the lesson–the reading strategy and the focus on content in the informational text.
- Zoom in on one vocabulary word that will really help the students understand the text better. I define the word, make a connection to myself, make a brief connection to the text, then ask students to turn and talk with a partner about their own connection. For this lesson, we talked about “ability” and then “disability.”
- Introduce the strategy – stopping to think about our thinking and then categorizing that thinking with a code.
- Model reading a chunk of text and rereading and then thinking by using the strategy. Write aloud in front of the students. On the sticky note in the photo, I wrote my thinking, “Wow! Rudy is an amazing athlete who has no legs!”
- Engage the students in reading, rereading, and then thinking aloud with you. In the photo above, the question at the bottom of the sticky “How can he swim with no legs?” was generated by a student in a shared think aloud with me.
- Begin to release responsibility. Ask students to read, reread, think aloud with a partner, and then write.
- Lean in and confer. Take the pen if it’s helpful. Below are a few of the sticky notes students wrote. Notice my handwriting in a few of the sticky notes below. When a student is stumped or frustrated, I help them compose orally and then I launch them by doing some of the writing.
- Close. Engage small groups in discussing what they learned as well as how they coded their thinking. In this lesson, they talked about what they’d learned regarding our focus question, “How does a person with a physical disability become a world champion athlete?”
VARIATIONS – We didn’t finish the article during this lesson. The article was four pages. We needed at least two lessons to do this. Another thought would be to ask students to read the whole article and then just code a particular section. The second part of the article about Rudy was more technical. The teachers and I agreed that the students would need to read a section and then go back in and code for each sentence.
The students and also agreed that one thought may need more than one code. It might be a “Wow!” and a “new information” thought. TOTALLY! We want them to run with this, making it their own in a way that helps them think about their thinking!
Hope this helps.