Co \u010dlov\u011bku b\u011b\u017e\u00ed hlavou, kdy\u017e d\u00e1v\u00e1 kn\u00ed\u017ece p\u0159ednost p\u0159ed televiz\u00ed? Co se odehr\u00e1v\u00e1 v my\u0161lenk\u00e1ch \u010dten\u00e1\u0159e, jeho\u017e o\u010di pob\u00edhaj\u00ed po p\u00edsmenech zvolen\u00e9 knihy? V\u011bt\u0161ina \u010dten\u00e1\u0159\u016f nad t\u00edm neuva\u017euje. U\u017e\u00edv\u00e1 si radost z toho, \u017ee m\u016f\u017ee s hrdiny knihy spolupro\u017e\u00edvat jejich dobrodru\u017estv\u00ed, sm\u00e1t se a plakat, dot\u00fdkat se st\u011bn z\u00e1mk\u016f, zachv\u00edvat se zimou, p\u0159em\u00fd\u0161let o sd\u011blen\u00ed mezi \u0159\u00e1dky, dohadovat se s autorem a spoluvytv\u00e1\u0159et tak sv\u00fdm \u010dten\u00edm smysl textu.
\nNaproti tomu u\u010ditel v hodin\u011b literatury odvykl\u00e1d\u00e1 fakta a zaj\u00edmavosti o autorovi, p\u0159e\u010dte se text, vyu\u010duj\u00edc\u00ed polo\u017e\u00ed n\u011bkolik ot\u00e1zek, v nejlep\u0161\u00edm p\u0159\u00edpad\u011b podle Bloomovy taxonomie, ale nesd\u011bluje \u017e\u00e1k\u016fm sv\u016fj vlastn\u00ed p\u0159\u00edb\u011bh, kter\u00fd vytvo\u0159il s\u00e1m b\u011bhem \u010dten\u00ed. V\u00fdznam textu se sna\u017e\u00ed vystav\u011bt ot\u00e1zkami ze sv\u00e9ho pohledu zku\u0161en\u011bj\u0161\u00edho \u010dten\u00e1\u0159e (nebo slovn\u00edkov\u00e9ho hesla), kde\u017eto smysl v hlav\u00e1ch \u017e\u00e1k\u016f je jin\u00fd, pokud v\u016fbec n\u011bjak\u00fd je. V\u00fdznam textu by se v\u0161ak m\u011bl stav\u011bt od \u017e\u00e1k\u016f samotn\u00fdch tak, \u017ee je nau\u010d\u00edme, co se odehr\u00e1v\u00e1 v na\u0161em vlastn\u00edm spolupro\u017e\u00edv\u00e1n\u00ed smyslu knihy. Sm\u011br u\u010ditel pokl\u00e1d\u00e1 ot\u00e1zky \u017e\u00e1kovi zm\u011bnit na \u017e\u00e1k p\u0159ipom\u00ednkuje smysl textu. Ot\u00e1zky u\u010ditele mohou z\u016fstat jedn\u00edm bodem v\u00fduky, kontroluj\u00ed v\u0161ak sp\u00ed\u0161e porozum\u011bn\u00ed textu, ne\u017e aby u\u010dily \u017e\u00e1ky p\u0159em\u00fd\u0161let b\u011bhem \u010dten\u00ed. Nesta\u010d\u00ed v\u0161ak ani projekty, dramatizace, ani kreslen\u00ed po \u010dten\u00ed, i kdy\u017e se jimi sna\u017e\u00edme donutit \u017e\u00e1ky k hlub\u0161\u00edmu zamy\u0161len\u00ed. Ale jak tedy pracovat s textem?<\/p>\n
V 80. letech 20. stolet\u00ed badatel\u00e9 identifikovali strategie my\u0161len\u00ed, kter\u00e9 zku\u0161en\u00fd \u010dten\u00e1\u0159 u\u017e\u00edv\u00e1 k tomu, aby porozum\u011bl \u010dten\u00e9mu textu. N\u011bkte\u0159\u00ed auto\u0159i v\u0161ak prosazuj\u00ed sp\u00ed\u0161e term\u00edn n\u00e1vyky (habits), kter\u00fd l\u00e9pe vystihuje automatick\u00e9 a neuv\u011bdom\u011bl\u00e9 procesy p\u0159i konstruov\u00e1n\u00ed smyslu textu. Nazna\u010duj\u00ed tak, \u017ee skute\u010dn\u011b zku\u0161en\u00fd \u010dten\u00e1\u0159 si jen m\u00e1lokdy uv\u011bdomuje, co mu b\u011b\u017e\u00ed hlavou, proto\u017ee \u010dten\u00e1\u0159sk\u00e9 dovednosti zvnit\u0159nil natolik, \u017ee by ho explicitn\u00ed hlasit\u00e1 formulace pouze zdr\u017eovala od skute\u010dn\u00e9ho z\u00e1\u017eitku. Pr\u00e1v\u011b to je \u010dast\u00fdm argumentem n\u011bkter\u00fdch \u017e\u00e1k\u016f. Pokud v\u0161ak po nich po\u017eadujeme zd\u016fvodn\u011bn\u00ed sv\u00fdch n\u00e1zor\u016f na smysl textu, jsou jejich tvrzen\u00ed \u010dasto povrchn\u00ed nebo nedo\u0159e\u010den\u00e1. Vy\u017eaduj\u00ed zp\u0159es\u0148ov\u00e1n\u00ed my\u0161len\u00ed, kter\u00e9 se nab\u00edz\u00ed pr\u00e1v\u011b p\u0159i vyu\u010dov\u00e1n\u00ed jednotliv\u00fdm strategi\u00edm.
\nNa po\u010d\u00e1tku by sami \u017e\u00e1ci nebyly schopni sd\u011blit vlastn\u00ed n\u00e1zor, a tak je mus\u00edme nau\u010dit \u010dten\u00e1\u0159sk\u00fdm dovednostem, my\u0161lenkov\u00fdm pochod\u016fm zku\u0161en\u011bj\u0161\u00edch \u010dten\u00e1\u0159\u016f \u2013 strategi\u00edm. Zat\u00edmco anglicky psan\u00e1 literatura p\u0159ekypuje radami a n\u00e1pady, v \u010cesk\u00e9 republice neexistuje rozs\u00e1hlej\u0161\u00ed publikace na toto t\u00e9ma. M\u016f\u017eeme se t\u011b\u0161it jen z n\u011bkolika \u010dl\u00e1nk\u016f v Kritick\u00fdch listech a kurz\u016f RWCT. Po setk\u00e1n\u00ed s n\u011bkolika knihami anglick\u00fdch autor\u016f jsem se rozhodla vytvo\u0159it vlastn\u00ed postup, kter\u00fd by poskytl konkr\u00e9tn\u00ed postupy a metody, jak nau\u010dit d\u011bti \u010dten\u00e1\u0159sk\u00fdm dovednostem. V mno\u017estv\u00ed informac\u00ed, kter\u00e9 je pot\u0159eba se nau\u010dit uplat\u0148ovat ve vyu\u010dov\u00e1n\u00ed, se uk\u00e1zalo nezbytnost\u00ed formulovat sv\u00e9 postupy zvl\u00e1\u0161\u0165 pro beletrii, poezii a odborn\u00fd text. I kdy\u017e \u010dl\u00e1nky a n\u00e1m\u011bty budou platit pro ka\u017ed\u00fd text, jsou ur\u010deny p\u0159edev\u0161\u00edm pro texty s p\u0159\u00edb\u011bhem.
\nV d\u00edlech jednotliv\u00fdch autor\u016f se po\u010det a pojmenov\u00e1n\u00ed strategi\u00ed \u010d\u00e1ste\u010dn\u011b li\u0161\u00ed. Vyb\u00edr\u00e1m tedy pouze ty, kter\u00e9 se mi jev\u00ed jako uplatniteln\u00e9 a nau\u010diteln\u00e9 u \u017e\u00e1k\u016f 2. stupn\u011b. Proto tak\u00e9 upravuji terminologii pro pot\u0159ebu sv\u00fdch \u017e\u00e1k\u016f. Ne\u010din\u00edm si n\u00e1roky na vy\u010derpanost t\u00e9matu ani na jednoduch\u00fd recept, nebo\u0165 pl\u00e1n hodin je t\u0159eba upravovat vzhledem k odli\u0161n\u00fdm znalostem a zku\u0161enostem \u017e\u00e1k\u016f. Ve\u0161ker\u00e9 materi\u00e1ly vytv\u00e1\u0159\u00edm „za pochodu“, \u010dasto postupuji d\u00e1l a\u017e na z\u00e1klad\u011b rozboru odpov\u011bd\u00ed \u017e\u00e1k\u016f, abych pochopila jejich my\u0161len\u00ed a dok\u00e1zala jim pomoci. Naprost\u00e9 „vychyt\u00e1n\u00ed chyb“ se projev\u00ed a\u017e po opakovan\u00e9m pou\u017eit\u00ed metody, a to je pr\u00e1v\u011b mo\u017enost pro \u010dten\u00e1\u0159e m\u00e9ho blogu. Pokud bychom si sd\u011blovali n\u00e1pady a opravovali sv\u00e9 nedostatky, byli bychom schopni mnohem rychleji nab\u00eddnout \u017e\u00e1k\u016fm kvalitn\u011bj\u0161\u00ed v\u00fduku.<\/p>\n
Knihy, kter\u00e9 m\u011b inspirovaly…<\/strong><\/p>\n Zwiers Jeff: Building Reading Comprehension Habits in Grades 6-12 Str\u00e1nky, kter\u00e9 m\u011b nadchly…<\/strong><\/p>\n Reading Lady<\/a> Strategie:<\/strong><\/p>\n Zvu v\u0161echny, kter\u00e9 tato problematika zaj\u00edm\u00e1!<\/strong><\/p>\n","protected":false},"excerpt":{"rendered":" Co \u010dlov\u011bku b\u011b\u017e\u00ed hlavou, kdy\u017e d\u00e1v\u00e1 kn\u00ed\u017ece p\u0159ednost p\u0159ed televiz\u00ed? Co se odehr\u00e1v\u00e1 v my\u0161lenk\u00e1ch \u010dten\u00e1\u0159e, jeho\u017e o\u010di pob\u00edhaj\u00ed po p\u00edsmenech zvolen\u00e9 knihy? V\u011bt\u0161ina \u010dten\u00e1\u0159\u016f nad t\u00edm neuva\u017euje. U\u017e\u00edv\u00e1 si radost z toho, \u017ee m\u016f\u017ee s hrdiny knihy spolupro\u017e\u00edvat jejich dobrodru\u017estv\u00ed, sm\u00e1t se a plakat, dot\u00fdkat se st\u011bn z\u00e1mk\u016f, zachv\u00edvat se zimou, p\u0159em\u00fd\u0161let o sd\u011blen\u00ed […]<\/p>\n","protected":false},"author":401,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[335],"tags":[351],"class_list":["post-17","post","type-post","status-publish","format-standard","hentry","category-teorie","tag-strategie"],"_links":{"self":[{"href":"https:\/\/blogy.rvp.cz\/cteni\/wp-json\/wp\/v2\/posts\/17","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogy.rvp.cz\/cteni\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogy.rvp.cz\/cteni\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogy.rvp.cz\/cteni\/wp-json\/wp\/v2\/users\/401"}],"replies":[{"embeddable":true,"href":"https:\/\/blogy.rvp.cz\/cteni\/wp-json\/wp\/v2\/comments?post=17"}],"version-history":[{"count":20,"href":"https:\/\/blogy.rvp.cz\/cteni\/wp-json\/wp\/v2\/posts\/17\/revisions"}],"predecessor-version":[{"id":65,"href":"https:\/\/blogy.rvp.cz\/cteni\/wp-json\/wp\/v2\/posts\/17\/revisions\/65"}],"wp:attachment":[{"href":"https:\/\/blogy.rvp.cz\/cteni\/wp-json\/wp\/v2\/media?parent=17"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogy.rvp.cz\/cteni\/wp-json\/wp\/v2\/categories?post=17"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogy.rvp.cz\/cteni\/wp-json\/wp\/v2\/tags?post=17"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
\nHarvey Stephanie, Goudvis Anne: Strategies that work
\nMiller Debbie: Reading with Meaning
\nAllen Janet: Tools for Teaching Content Literacy
\nAllen Janet: More Tools for Teaching Content Literacy
\nKeene Ellin Oliver, Zimmermann Susan: Mosaic of Thought<\/p>\n
\nTeaching Tools<\/a>
\nTools for Reading, Writing, & Thinking<\/a>
\nReading Strategies<\/a>
\nRead Write Think<\/a>
\nReader’s workshop mini lessons<\/a>
\nDeveloping Comprehension Activities for Students<\/a>
\nDo I Really Have to Teach Reading?<\/a>
\nReadingQuest<\/a><\/p>\n\n