![]() In fact, if they couldn’t do so, that was ‘data’ and helped me see where they were as readers.Īnd that was the point. ![]() Ideally, though, they’d eventually learn to choose the ones that made sense to their brain based on their reading of their book. If they had trouble selecting the prompts that were most appropriate to their text, I’d assign them by simply circling the ones I wanted them to focus on. See also our TeachThought Curricula: 15 Reading Responses To Non-Fiction TextsĪnytime students read any text, they’d take this form and select a certain number of prompts to respond to. It’s primarily about the craft of writing and elements of style, but 1, 2, 3, 5, 6, 7, and several others would work after reading almost anything. I thought it might be useful to share the student-centered approach it takes, and its usefulness across content areas (depending on what you want them to analyze). ![]() It’s a few years old, but I remember using it first as a way for students to get ‘points’ in a reading program we were doing at the time. I was recently going through an old folder of reading reflection prompts and forms, and found a reading log that I called a ‘Self-Guided Reading Response Log’ (whatever that means). Though I’ve been busy with TeachThought over the last decade or so, my original ‘trade’ was teaching English (literature, writing, digital media, etc.) ![]()
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