Reading to Learn

1. Reading to Learn Strategies for Teacher-Readers Student-Readers Student-Teachers Reading Teachers

2. Significant SevenScientifically Based Comprehension Strategies • Comprehension Monitoring • Cooperative Learning • Graphic and Semantic Organizers • Question Answering • Question Generation • Story Structure/Text Organization • Summarization

3. Fab Five Reading Competencies • Phonemic Awareness • Phonics • Fluency • Vocabulary • Comprehension

4. Comprehension Monitoring • Set Goals (Why am I reading this?) • Access vocabulary (What words do I need to know to understand this?) • Access schema (What do I already know, think, feel about this?) • Self-Check Fluency and Understanding (Do I get this?) • Choose appropriate strategies (If I don’t get it, how can I fix it?) • Focus Activities (Have you seen my mind?)

5. Goal-Setting • Why am I reading? • What do I want to improve about my reading? • How will I know I’m getting closer to my goal?

6. Before Reading: Understand Information Text Structure • Is this descriptive? • Is this cause-effect? • Is this sequential? • Is this enumerative? • Is this problem/solution?

7. Before Reading: Understand Story Structure • Plot • Setting • Character development • Tone • Theme • Point-of-view • Symbolism

8. Before ReadingAccess/Build Schema • KWLH: • What do you KNOW? • What do you WANT to find out? • What did you LEARN? • HOW can I learn more?

9. Before ReadingAccess/Build Schema • What is the structure of this? • Is it like a menu? • Is it like a map? • Is it like a ladder?

10. Before ReadingAccess/Build Schema • Anticipation Guides: Evaluate statements about the subject matter • Graphic Organizers that follow the text structure

11. Before ReadingAccess/Build Schema • Connect text to culture of the readers • Pre-Test knowledge

12. During Reading • Monitor Comprehension • Model Thinking • Choose appropriate strategies

13. During ReadingUse Graphic Organizers • WEB- descriptive text • LIST- enumerative text • LADDER- sequential text • FLOW CHART- cause-effect • ATTRIBUTE MAP- compare-contrast • TWO-COLUMN- problem-solution

14. During ReadingCode Your Content • Mark each paragraph as you read • C = clear • D = difficult • I = important • S = surprising • Limit number of “I”s C I

15. During ReadingQuestion the Author • Learn about the author • Be aware of the author’s challenges in writing for this class to read • Segmenting Text:Stop at difficult passages • Student to Student discussion

16. Question the Author Queries not Questions • What is the author trying to say here? • What is the author’s message? • Did the author express this clearly? • Does this make sense with what the author told us before? • Does the author tell us why? • Why do you think the author tells us this now?

17. During ReadingManipulate Your Schema • How would this be different if • another character told it? • it happened in a different place? • It happened in a different time? • It happened to me?

18. During ReadingGuided Mental Imaging • Listen to the passage • Focus on the pictures in your mind • Recall the picture-recall the passage

19. During ReadingReciprocal Teaching • Each reader prepares to read and teach a section of the text • Readers run the discussion

20. During ReadingPaired Reading • I’ll read it to you • You’ll read it to me

21. Transactional Strategy InstructionPick the best strategy for your learning stylePick the best strategy for the text.

22. During ReadingRead a Book In An Hour • Read part of a book • Generate questions about what came before your part • Predict what may happen after your part • Present and share sequentially

23. During ReadingModel Thinking Process • Think out loud as you read out loud • Say strategy steps • Make the process, not the procedure, TRANSPARENT

24. During ReadingWhat’s Important? What’s Not Important? • Get the Gist with main ideas • Boil it down to a “One Sentence Summary” • Turn a page of notes into a card of notes into a “sticky-note”

25. During ReadingQARQuestion/Answer Relationship • Four types of questions • Right there • Think and Search • Author and You • On My Own

26. During ReadingGuided Practice • Pose a question • Answer question • Find Evidence • Give Reasoning • All teacher--to—student & teacher--to--All student

27. After ReadingQuick Writes:What did I get from that piece of text?

28. After ReadingSummarizeGet the GistOne Sentence SummaryThink-Pair-Share

29. After ReadingResponse Journal • Respond to specific questions • Respond to words, quotes, pictures • Get personal with the text

30. After ReadingThink/Pair/Share • Think about the text • Discuss the text with a partner • Share what you discussed with the class

31. After ReadingOne-Sentence Summary • Work with a partner or group to generate a one-sentence summary

32. After ReadingYou Write the Questions • Readers generate discussion questions which become test questions

33. After ReadingSocratic Seminar • Student-led discussion about the concepts in the text • Respectful presentation of different interpretations and ideas about the text • Leads to knowing what you need to know

34. Thought Walls • Identify thematic concepts • Illustrate the ideas • Put them out in plain sight • Relate them to new text

35. Develop FluencyWhat is Prosody? • Read it accurately • Read it smoothly • Read it with meaning • Read it with feeling • Use timed readings • Graph progress

36. Develop FluencyTimed Readings • Graph your words per minute • Monitor comprehension

37. Develop FluencyDEAR/ USSR • Take time to read • The more you read, the better you read. • Read what YOU want to read

38. Go to the Book Store • Explore the shelves • Look at all the magazines • Find something new

39. Go to the Library • Walk around • Find something new • Sit and stay awhile

40. Develop FluencyPartner Repeated Readings • Silent warm-up • Timed Reading by Partner #1; partner #2 marks errors and counts words read • Partners switch jobs • Each reader graphs errors and word counts per minute

41. Reader’s Theater • Practice reading until fluency is flawless • Practice the reading to present to an audience • Choose passages with lots of sound going on

42. Develop VocabularyWord WallsKeep the words in plain sight! Cat Dog Mouse Cheese Trap

43. Develop VocabularyBe a Word WizardFind the word outside of class.Use the word outside of class.

44. Develop VocabularyKeyword Method • Find a word within the word to hook onto • Draw a picture of the key • Make the image unusual • Make your sentence match the picture

45. Develop VocabularySemantic Feature Analysis • Create a grid to mark attributes of a group of words • Mark attributes that add to the description of each word • Find examples and non-examples

46. Develop VocabularyConcept-of-Definition Map • Fit a word into its concept category “What is it?” • Describe its attributes “What is it like?” • Give some examples “What are some examples of this?” • Works with concept words like “democracy”

47. Word Families • Introduce words in context • Identify key root, prefix, or suffix in word • Build a collection of words in that family • Altitude - height • Altimeter – instrument to measure height • Exalt – raise up high, praise

48. Develop VocabularyK.I.M. Blocks

49. Develop VocabularyPAVE Procedure • Use context to predict word meaning • Write the sentence in which the word appears • Verify the definition with an expert source • Reevaluate the meaning and write an original sentence. Draw a visual representation of the word.

50. Develop VocabularyPossible Sentences • Define words that will be in the reading • Pair up related words • Write a sentence you predict might use each pair in the text • Discuss how “possible” you think it is that the sentence will be there • Read to test your prediction • Revise the sentences.