{"id":35417,"date":"2024-03-27T15:55:39","date_gmt":"2024-03-27T22:55:39","guid":{"rendered":"https:\/\/test-inside.ewu.edu\/successfultransitions\/?page_id=35417"},"modified":"2024-03-27T15:55:39","modified_gmt":"2024-03-27T22:55:39","slug":"ela-e","status":"publish","type":"page","link":"https:\/\/test-inside.ewu.edu\/successfultransitions\/ela-e\/","title":{"rendered":"A Focusing Tool: Helping Students Read More Objectively"},"content":{"rendered":"<div class=\"gb-container gb-container-73ff75f5\">\n\n<p class=\"has-text-align-center\"><em><strong>Toolkit Item Overview<\/strong><\/em><\/p>\n\n\n\n<figure class=\"wp-block-image alignright size-full is-resized\"><img loading=\"lazy\" decoding=\"async\" src=\"https:\/\/test-inside.ewu.edu\/successfultransitions\/wp-content\/uploads\/sites\/111\/2016\/09\/3191975685_9a71afa965_z.jpg\" alt=\"student in EWU campus mall sitting on the ground working on laptop next to a bike\" class=\"wp-image-971\" width=\"320\" height=\"213\" srcset=\"https:\/\/test-inside.ewu.edu\/successfultransitions\/wp-content\/uploads\/sites\/111\/2016\/09\/3191975685_9a71afa965_z.jpg 640w, https:\/\/test-inside.ewu.edu\/successfultransitions\/wp-content\/uploads\/sites\/111\/2016\/09\/3191975685_9a71afa965_z-300x200.jpg 300w\" sizes=\"(max-width: 320px) 100vw, 320px\" \/><\/figure>\n\n\n\n<p>Our tool is a template designed to help students do a \u201cstraight\u201d read of a text before jumping in with their own ideas, connections, or commentary. Students who are good readers do this internally, but many students need help identifying the main claim of a reading. Template divided into Author\u2019s Ideas, Author\u2019s Purpose, Language (Terms, Style, Tone), Other Voices, and Thesis.<\/p>\n\n\n\n<p>Learning to read objectively is fundamental for success in a first-year credit bearing college course. &nbsp;It is also fundamental for writing coherent responses to texts.<\/p>\n\n\n\n<div style=\"height:2em\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n\n\n\n<iframe loading=\"lazy\" width=\"100%\" height=\"600\" src=\"https:\/\/www.youtube.com\/embed\/VCwY1rszlfg?si=40OSNgkBKsRGPGyI\" title=\"YouTube video player\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" allowfullscreen><\/iframe>\n\n\n\n<div style=\"height:2em\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n\n\n\n<p class=\"has-text-align-center\"><em><strong>Resources Used to Inform this Toolkit<\/strong><\/em><\/p>\n\n\n\n<p>Both of the texts below helped inform what we chose to include in our reading comprehension template as they identify critical components of reading.<\/p>\n\n\n\n<p>Leist, Cathy W., Mark A. Woolwine, and Cathy L. Bays. &#8220;The effects of using a critical &nbsp;&nbsp;thinking scoring rubric to assess undergraduate students&#8217; reading skills.&#8221;&nbsp;<em>Journal of College Reading and Learning<\/em>&nbsp;43.1 (2012): 31-58.<\/p>\n\n\n\n<p>Paul, Richard, and Linda Elder. &#8220;Critical Thinking&#8230; and the Art of Close Reading, Part III.&#8221;&nbsp;<em>Journal of Developmental Education<\/em>&nbsp;28.1 (2004): 36-37.<\/p>\n\n\n\n<p class=\"has-text-align-center\"><em><strong>Key Lessons We&#8217;ve Learned<\/strong><\/em><\/p>\n\n\n\n<p>Students struggle with keeping their own values separate when interpreting a reading.&nbsp; Using a template like this helps keep students accountable and prepares them better for class discussions, but they seem to enjoy it more when they can do it in groups. Focusing on the \u201cstraight\u201d read then paves the way for the next discussion\u2014&nbsp; ie, now tell me what&nbsp;<em>you<\/em>&nbsp;think. Also, the template commands a certain respect for the text since students can\u2019t give their own opinion right away. &nbsp;As a group, we learned the importance of vocabulary when bridging the gap&nbsp; between high school and college reading and writing.<\/p>\n\n\n\n<p class=\"has-text-align-center\"><em><strong>Comprehensive Guide to Utilizing Our Tool in Your Classroom<\/strong><\/em><\/p>\n\n\n\n<p><a href=\"http:\/\/test-inside.ewu.edu\/successfultransitions\/ela-e\/meetourcohort\/\">Meet Our Cohort<\/a><\/p>\n\n\n\n<p><a href=\"http:\/\/test-inside.ewu.edu\/successfultransitions\/ela-e\/our-problem-of-practice\/\">Our Problem of Practice<\/a><\/p>\n\n\n\n<p><a href=\"http:\/\/test-inside.ewu.edu\/successfultransitions\/ela-e\/references-used-to-support-this-problem-of-practice\/\">References Used to Support this Problem of Practice<\/a><\/p>\n\n\n\n<p><a href=\"http:\/\/test-inside.ewu.edu\/successfultransitions\/our-intervention\/\">Our Intervention<\/a><\/p>\n\n\n\n<p><a href=\"http:\/\/test-inside.ewu.edu\/successfultransitions\/ela-e\/determining-effectiveness\/\">Determining Effectiveness<\/a><\/p>\n\n\n\n<p><a href=\"http:\/\/test-inside.ewu.edu\/successfultransitions\/ela-e\/student-feedback\/\">Student Feedback<\/a><\/p>\n\n\n\n<p><a href=\"http:\/\/test-inside.ewu.edu\/successfultransitions\/ela-e\/what-weve-learned\/\">What We&#8217;ve Learned<\/a><\/p>\n\n\n\n<p><a href=\"http:\/\/test-inside.ewu.edu\/successfultransitions\/ela-e\/our-tools\/\">Our Tools<\/a><\/p>\n\n\n\n<p><a href=\"https:\/\/in.ewu.edu\/successfultransitions\/wp-content\/uploads\/sites\/111\/2017\/01\/CopyofReport-AFocusingToolHelpingStudentsReadMoreObjectively.pdf\">Download a Copy of Our Comprehensive Report<\/a><\/p>\n\n<\/div>","protected":false},"excerpt":{"rendered":"<p>Toolkit Item Overview Our tool is a template designed to help students do a \u201cstraight\u201d read of a text before jumping in with their own ideas, connections, or commentary. Students who are good readers do this internally, but many students need help identifying the main claim of a reading. Template divided into Author\u2019s Ideas, Author\u2019s &#8230; <a title=\"A Focusing Tool: Helping Students Read More Objectively\" class=\"read-more\" href=\"https:\/\/test-inside.ewu.edu\/successfultransitions\/ela-e\/\" aria-label=\"Read more about A Focusing Tool: Helping Students Read More Objectively\">Read more<\/a><\/p>\n","protected":false},"author":3269,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"wpo365_audiences":[],"wpo365_private":false,"footnotes":""},"class_list":["post-35417","page","type-page","status-publish"],"_links":{"self":[{"href":"https:\/\/test-inside.ewu.edu\/successfultransitions\/wp-json\/wp\/v2\/pages\/35417"}],"collection":[{"href":"https:\/\/test-inside.ewu.edu\/successfultransitions\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/test-inside.ewu.edu\/successfultransitions\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/test-inside.ewu.edu\/successfultransitions\/wp-json\/wp\/v2\/users\/3269"}],"replies":[{"embeddable":true,"href":"https:\/\/test-inside.ewu.edu\/successfultransitions\/wp-json\/wp\/v2\/comments?post=35417"}],"version-history":[{"count":15,"href":"https:\/\/test-inside.ewu.edu\/successfultransitions\/wp-json\/wp\/v2\/pages\/35417\/revisions"}],"predecessor-version":[{"id":35535,"href":"https:\/\/test-inside.ewu.edu\/successfultransitions\/wp-json\/wp\/v2\/pages\/35417\/revisions\/35535"}],"wp:attachment":[{"href":"https:\/\/test-inside.ewu.edu\/successfultransitions\/wp-json\/wp\/v2\/media?parent=35417"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}