Space to Think

I provide a lot of reading passages to students. In making the invisible visible, I realized that perhaps my presentation of material may be interfering with the student's ability to begin a megacognitive conversation about these passages. In reviewing my reading lessons, I have decided that the "checks" or "questions" about the passages need to be more separate from the passage itself. To accomplish this, I am placing the passages on one side of the paper and the "questions" on the backside. I know that many students have been taught to read the questions first; I want to retrain these readers to see the invisible and begin to rely on the text more than the clues presented in the questions. Does anyone have any thoughts on this matter?

Welcome!

Welcome to the new blog for RTC faculty - also known as RTC-RATs (Reading Apprenticeship Teachers). Please share your questions and comments about using WestEd's Reading Apprenticeship program!! We want to hear from you!