Signs and Fix-ups

As a follow-up to my April post about Clarifying Confusion,  I am sharing links to introductory lessons for clarifying and repairing confusion.  Below are two resources from the Help Teens Read page at Teachers Pay Teachers.

The first item is a Cornell Notes printable (student and teachers pages with visuals) for identifying the six common signs of confusion.  See description below:

This poster shows the concepts included in the Clarifying Confusion resource.

As the first step in helping our students be metacognitive about the process of identifying their own confusion, isolating causes of their confusion, and choosing options for repairing our confusion, we teach students the common signs readers experience when confusion occurs.  This Cornell notes task introduces students to the common signs,  engages students in Cornell note taking, and supports instruction of main ideas, supporting details and summary writing.  These are all targets within our intervention curriculum for students in grades 6-9.  The commentary and graphics are developed by the Helpteensread.org contributors, but the content is based on Cris Tovani text, I Read it, But I don’t Get It.

Elements provided with the Fix-up Cornell notes resource

The second item, also a Cornell Notes printable with visuals included,  is used once students have a fair grasp of when they feel confused and what causes the confusion. See description below:

Helping students use effective strategies to repair confusion as they read is an important and challenging step to helping secondary students become proficient readers.  The steps may be intuitive to proficient readers, but some students need explicit instruction and authentic practice.  This Cornell notes task introduces students to the ten common repair strategies,  engages students in Cornell note taking, and supports instruction of main ideas, supporting details and summary writing.  These are all targets within the intervention curriculum for students in grades 6-9.   The fix-ups are divided into three segments.  Students may find learning and practicing use in authentic ways a few at a time helps them become more independent at applying each when needed. Ultimately, students can develop a toolbox of many strategies that apply to their own common challenges.  The commentary and graphics are developed by the Helpteensread contributors, but the content is based on Cris Tovani text,  I Read it But I don’t Get It.

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