KWLQ Guide

What I know I can do:
I know I can read a difficult text and comprehend a significant amount of it. (01-30-2012)
I know I can take encode a difficult text and internalize the concept(s)/plot in order to
later engage in intelligent conversation. (02-14-2012)

What I want to know or Learn to do:
I want to be able to find purpose for reading a text that I am not personally interested in
to help engage my 'conversation voice' as described in Chapter 5 of Tovani's "Do I
Really Have to Teach Reading?" (01-30-2012)
As a result of preparing our peer-led 'Intro to Race and Ethnicity', I want work better
with others and consider opinions/contributions that conflict with my own. This will
value my daily life and in reflections from readings. (02-06-2012)

What I have Learned or Become Aware of:
Though I am a slower reader than many of my peers, speed is not the underlying factor that
determines ones ability to read well. I see the advantages of reading at a slower pace
and how it enhances my comprehension. (01-30-2012)
I have learned that text based inferences and world based inferences guide our internal
text. (02-06-2012)
I know now that I am responsible to propel students ability to read within my content area.
(02-06-2012)

Questions or Ideas I now have; Actions I'm taking:
When I was in high school and even my beginning years of college, I did everything within
my realm to avoid reading. How can I stimulate the interest of students like myself
before giving an assignment? (02-02-2012)
Recently I started reading a long book to an 11 year old girl with whom I work. I read the
first chapter to her and put the book down. She picked it up and continued reading. She
is not a strong reader, but it certainly helped her to have me start the book to engage
her into the story. (02-14-2012)