Reading Anywhere and Everywhere

1. Reading Anywhere and Everywhere PGI Course 40 CEU Kimberly Blackmon

2. Need to Incorporate into Curriculum Basic Literacy: Literacy skills such as decoding and knowledge of high-frequency words that underlie virtually all reading tasks. Intermediate Literacy: Literacy skills common to many tasks, including generic comprehension strategies, common word meanings, and basic fluency. Disciplinary Literacy: Literacy skills specialized to history, science, mathematics, literature, or other subject matter.

3. Why is Everyone Talking About Adolescent Literacy • Inoculation Fallacy • Proficient readers do not need strategies taught to them* • Discussion, analyzing, critiquing, different perspectives higher level skills • Professional development stressed while getting initial certification • Quantity of reading: the more you read the more your world knowledge is expanded • Nature of reading: different formats

4. 3 Interactive Elements of Reading • Climate - attitude - confidence - social aspect • Reader - active process - monitor and adjusting • Text • Appropriate level • Interesting

5. Climate • Discussion on survey results

6. Motivating Students to Read in Content Area Classroom: Six-Evidence Based Principles • Elevating Self-Efficancy • Engendering Interest in New Learning • Connecting Outside with Inside School Literacies • Making an Abundance of Interesting Texts Available • Expanding Choice and Options • Structuring Collaboration for Motivation

7. Reader: Prior Knowledge • Definition - refers to all the knowledge which readers have acquired through their lives synonymous with world knowledge,background knowledge • Schema Theory - about how knowledge is represented and about how that representation facilitates the use of knowledge in various ways - knowledge is packaged into units called schemata - acquire schemata through their experiences - both real and vicarious - major problems involved in comprehension is that all people hardly ever share the same schemata

8. Strategies to Activate Prior Knowledge • Brainstorming: List, Label, Group Activity • Prequestions(PReP) • Vocabulary Previews: RIVET Activity • Anticpation Guides Activity • Guided Imagery Activity • KWL

9. Brainstorming -used to set a purpose for the lesson, activate or build prior knowledge -used to get students interested in the text’s concept(s) -helps students become aware of how much they know about a topic Steps: 1. Identify a key concept that is reflected in the text. Be sure to determine a concept that is specifically appropriate to the text. Don’t use “birds” as your topic if the text only focuses on “owls.” 2. Students work in small groups to generate a list of words or phrases listed vertically on paper that are related to the key concept. Be sure that students are working in groups—social activities encourage students to generate more knowledge because they are triggering the knowledge in one another.

10. List – Group – Label -similar to Brainstorming -organize the knowledge that they have generated Steps: 1. Identify a key concept that is reflected in the text. Be sure to determine a concept that is specifically appropriate to the text. Don’t use “birds” as your topic if the text only focuses on “owls.” 2. Students work in small groups to generate a LIST of words or phrases listed vertically on paper that are related to the key concept. Be sure that students are working in groups—social activities encourage students to generate more knowledge because they are triggering the knowledge in one another. 3. Students GROUP the brainstormed list by identifying words that have something in common. Several variant groupings are usually possible, and a particular word often fits in more than one group. 4. Students LABEL the groups with a key word that describes the commonality among the words in the group.

11. Prequestions(PReP) • teacher gets students to elaborate on concepts - Conversation starters: What comes to mind when you hear the word (or phrase) _________? What do you already know about the text? What does this remind you of? Based on your prior knowledge of __________, what questions come to mind? What information might be in this text? What do you know that will help you understand the text? What is your schema for this text? Do the words and pictures remind you of something else that you’ve read? What do the pictures tell you about the text? This text makes me think about…

12. Vocabulary Previews: RIVET • used to activate prior knowledge, to make predictions; to introduce vocabulary • similar to the game of Hangman 1. Choose 6 to 8 interesting and important words from the text 2. Create a visual representation of the word using lines for each letter in the word. Provide your students with a copy of this. 3. Teacher starts to fill in the letters of the first word, one by one. Have the students fill in their sheets and ask them to predict what the word might be. 4. Continue this practice for each of the words. Make sure that the students understand the meanings of the words. 5. Using the list of words, students make predictions about the text. Record the predictions. 6. Encourage the students to ask questions prompted by the list of words. Record the questions. 7. Read the text. Return to the predictions to authenticate or revise.

13. Anticipation Guides - group of statements that students respond to before reading the text - make predictions and contrast them with the text. - purpose is to activate prior knowledge, and make predictions and connections Steps in constructing an Anticipation Guide: 1. Analyze the material to be read and identify the major concepts to be learned. 2. Write the major concepts in short, clear, concise statements. The teacher must use their knowledge of the students’ background and determine how the main concepts will interact with the students’ beliefs to construct these statements. 3. Put these statements in a format that allows for anticipation and prediction. They can be ordered as they are discussed in the text or most to least important. Steps in Implementing an Anticipation Guide: 1. Students individually complete the Anticipation Guide prior to reading the text. 2. As a class, discuss the students’ predictions before reading the text. Allow for a wide range of responses as students use their varying background knowledge. 3. Students read the text selection and evaluate their responses to the Anticipation Guide as compared to the author’s ideas. 4. As a whole class, discuss how the students’ predictions compare and contrast with the author’s intended meaning.

14. Guided Imagery with Five Senses - allows for students to visualize concepts prior to reading. Activate/Build knowledge Foster self-image Explore concepts visually Solve/clarify problems Explore their imagination - find a story in which the author has described several excellent images throughout the story - instruct students to close their eyes and listen as the work is reads

15. KWL - Column format - The K stands for Know List what they already know (K) about the particular concept to activate prior knowledge - The W stands for Want to Know List what they want to know or do not know; allows students to see gaps in thinking - The L stands for Learn As they are reading, write down information that they learned - After reading, hold a class discussion on results

16. Reader: Active Phase of Reading • Definition - during this phase the reader adjust and monitors reading skills by actively constructing meaning -process the text by predicting information to come(inferring), clarifying words, phrases, and sentences that are confusing, summarizing, and asking questions Metacognition- thinking about thinking

17. Strategies for Active Phase • SQ3R Activity • QAR • Graphic Organizers Activity • ReQuest: Teacher and Whole Class • Say Something: Small Groups • Reciporical Teaching • Guided Reading Plan Activity • Story Mapping • Journals

18. SQ3R SQ3R Survey: The reader previews the material to develop a general outline for organizing information. Question: The reader raises questions with the expectation of finding answers in the material to be studied. Read: The reader next attempts to answer the questions formulated in the previous step. Recite: The reader then deliberately attempts to answer out loud or in writing the questions formulated in the second step. Review: The reader finally reviews the material by rereading portions of the assignment in order to verify the answers given during the previous step. http://www.ucc.vt.edu/lynch/TextbookReading.htm http://www.teach-nology.com/web_tools/graphic_org/sq3r/

19. Steps to the SQ3R Method • Lead students in a survey of a reading selection. Pay special attention to headings, subheadings, topic sentences, and highlighted words. • Build a question for each heading and subheading in the text selection. • Ask students to read the selection carefully, keeping the questions in mind as they read. • Have students "recite" the answers to the questions by verbalizing them in a group discussion or writing them down. This act of "restating" thought in spoken or written form reinforces learning. • Repeat this process for all of the questions. • Finally, have students review all of their spoken or written answers.

20. QAR

22. Graphic Organizers • visual means of relating concepts • numerous types of organizers • http://www.readingquest.org/strat/home.html • www.washingtonco.k12.nc.us/.../Graphic%20Organizers%20for%20Reading. Pdf

23. Story Mapping • type of graphic organizer used with literature or fiction works • http://www.vrml.k12.la.us/cc/vp_gle/2nd/more/graphic_organizers.htm • print and interactive online

24. Character Mapping • http://www.sanchezclass.com/reading-graphic-organizers.htm

25. Say Something - in small groups, students read the text and stop periodically • students must say something about a prediction of theirs, a question, a comment, or connection - provide a worksheet with the column headings “Prediction,” “Question,” “Comment,” and “Connection”

26. Say Something Questions Prediction “I think that ______________ will happen.” “I predict that…” Question “I wonder why…” “I don’t understand…” Comment “I liked ___________ in the story.” “I disliked __________ in the story.” “One interesting part of the story was…” Connection “This story reminds me of…” “This story is like…” “This character makes me think about…”

27. Reciporical Teaching - as a whole class or in small groups - contain 4 basic components: predicting, questioning, summarizing, and clarifying

28. Guided Reading Plan Activity - note ideas that they remember very well and those that are • emphasizes rereading, a good strategy for clarifying ideas while reading GRP Steps: • Prepare students for reading. 2. Assign a portion of the text to be read OR read aloud a portion of the text. 3. After reading the portion of text, students will turn their books face down. • 4. Have students make two columns on a sheet of paper. Mark the left column “Ideas I Know.” Mark the right column “Fuzzies.” • 5. Redirect students into their books/chapters to reread the portion of the textand revise the ideas on their chart.

29. Journals • generally used with independent reading of fiction works • can include general recall • can include reflection on any connections made with material • Examples http://www.justreadnow.com/strategies/response.htm http://education.llnl.gov/bep/english/9/tresponse.html

30. Post Reading Strategies • some overlap with active reading strategies • design to extend understanding • drawing, writing, creating

31. Vocabulary: Frayer Model • a graphical organizer used for word analysis and vocabulary building. • four-square model prompts Defining the term Describing its essential characteristics Providing examples of the idea Offering non-examples of the idea This strategy stresses understanding words within the larger context of a reading selection by requiring students, first, analyze the items (definition and characteristics) and, second, to synthesize/apply this information by thinking of examples and non-examples Steps to the Frayer Model: Explain the Frayer model graphical organizer to the class. Use a common word to demonstrate the various components of the form. Model the type and quality of desired answers when giving this example. Select a list of key concepts from a reading selection. Write this list on the chalkboard and review it with the class before students read the selection. Divide the class into student pairs. Assign each pair one of the key concepts and have them read the selection carefully to define this concept. Have these groups complete the four-square organizer for this concept. Ask the student pairs to share their conclusions with the entire class. Use these presentations to review the entire list of key concepts.

33. Vocabulary: Latin Connection • specific terms in content areas based on latin parts • knowing one root can give you reasonable definitions of many words. - knowing one suffix (word ending) can give you the part of speech of a word. - knowing one prefix (word beginning) can give you part of the definition. • http://www.asdk12.org/middlelink/LA/vocabulary/forms/Greek_Latin_Roots.pdf

34. Text: Features Common Text Features to Explicitly Teach Students Title Table of contents Index Glossary Headings Sidebars Pictures Charts Maps Cutaways Inset photos

35. Teaching Expository Text Structure • Find short examples of specific text structure types i.e. textbooks, newspapers, magazines 2. Model for the students how to determine the text structure: a. Read the text selection together b. Identify any words that signal or cue the reader to a particular structure. c. Graph the text according to its structure by using a graphic map. Don’t use generic maps.

36. Text Structure: Key Words

37. Structure of an Newspaper Article

38. Structure of an Newspaper Article • Structure of a Newspaper ArticleEach newspaper article has a title (called the headline) that is set in large type. The writer of a newspaper article is often not credited; if the author is mentioned, this credit is called the author's byline. • The beginning of each newspaper article (the first paragraph) is called the lead (one or two sentences long); the lead should summarize the main facts of the article, telling the 5 W's (who, what, when, where, and why) and how. The first paragraph should also contain a hook, something that grabs the reader's attention and makes the reader want to read the rest of the article. • The nut graph is the paragraph that contains the core information about the story and tells the reader why the story is important. • The remainder of the article contains supporting paragraphs that go into more detail about the topic, often including quotes and interesting facts. The less important information should appear later in the article, since the article may be cropped (shortened) by the editor (the person who puts the newspaper together) to make the article fit on the newspaper page.

39. Fiction Aspects