Reading Beyond the 90 Minute Block

1. Reading Beyond the 90 Minute Block Applying Strategies and Improving Learning Through Application

2. Reading Across the Content Areas

3. Traditional Format New Format Prereading activities Activating Prior Knowledge Discussion Predictions Questioning Brainstorming Setting purpose Reading assignment given ACTIVE reading Silent or Round Robin reading Activities to clarify, reinforce, extend knowledge Discussion/Activity to see if students learned main concepts, what they “should have” learned

4. Three Interactive Elements of Reading Skill level, investigations, motivation, cultural and familial experiences The reader: what the reader brings to the learning experience The climate: the learning context or environment The text features: the characteristics of the written text School or grade level community agreement, transfer from reading instruction to application in content Text, Form And Features Irvin, Judith L. Strategies to Improve Reading in the Content Areas. Florida State University.

5. The boys’ arrows were nearly gone so they sat down on the grass and stopped hunting. Over at the edge of the wood they saw Henry making a bow to a small girl who was coming down the road. She had tears in her dress and tears in her eyes. She gave Henry a note which he brought over to the group of young hunters. Read to the boys it caused great excitement. After a minute, but rapid examination of their weapons, they ran down to the valley. Does were standing at the edge of the lake, making an excellent target. What strategies did you use to read successfully? Syntax, context, background knowledge, rereading, vocabulary building

6. Accessing Text • Before • Set a purpose • Activate prior knowledge • Preview the reading • Introduce important vocabulary • During • Make connections • Check your understanding • Identify confusing parts-use fix up strategies • After • Reread to find out things you might have missed the first time through • Reflect on what you have learned

7. Organize Knowledge Activate Prior Knowledge and Set A Purpose for Reading Make Inference Figure Out What is Important Visualize Find out the Meanings of Unknown Words Ask Questions Before • Set a purpose • Activate prior knowledge • Preview the reading • Introduce important vocabulary

8. Before Prior Knowledge The questions that p______ face as they raise ch_____ from in______ to adult life are not easy to an_____. Both fa____ and m_____ can become concerned when health problems such as co____ arise any time after the e_____ stage to later in life. Experts recommend that young ch______ should have plenty of s____ and nutritious food for healthy growth. B_____ and g_____ should not share the same b____ or even sleep in the same r____. They may be afraid of the d______. Billmeyer, Rachel and Mary Lee Barton. Teaching Reading in the Content Areas: If Not Me, Than Who?Aurora: McREL (Mid-continent Regional Education Laboratory),1998

9. Before Reading with a Purpose Fundamental purposes for reading to learn • To grasp a certain message • To find important details • To answer a specific question • To evaluate what you are reading • To apply what you are reading • To be entertained Activity Look at the passage and decide how you would set the purpose for students.

10. Organizational Preview Checklist Before Review the text features, deciding which will help your students understand the content: • Title • First & last paragraphs of the chapter • Headings • Any words set in bold type or repeated • Text boxes • Photos, charts, or pictures & their captions

11. Before Teach Organizational Patterns • Chronological Sequence • Comparison and Contrast • Concept/ Definition • Description • Episode • Generalization • Process/Cause-Effect

12. Before How to Activate Prior Knowledge • K-W-L • Predictions • Concept Map • Preteach Vocabulary

13. Before “ A word is not a crystal, transparent and unchanged; it is the skin of living thought and may vary greatly in color and content according to the circumstances and time in which it is used.” Oliver Wendell Holmes, Jr. 5-10 words a week cumulative In content areas 3T words can become 2T words

14. Before WORD PARTS Morphemic Analysis WORD ASSOCIATIONS Illustrate & Associate CATAGORIZATION Semantic Features Map CONTEXT Read Alouds & Questioning Clunk Bug CONCEPT Frayer Model Concept Definition Map VOCABULARY STRATEGIES

15. Activity • Using your passage choose 3 words and an activity you could use to teach them.

16. During • Make connections • Graphic Organizers • Check your understanding • Get the Gist • Reciprocal Teaching • Partner Reading • Use fix up strategies What am I doing to make meaning while I read? What did I just read? What will I learn next?

17. What is most important about the who or what? Who or what is it about?

18. Fix Up Strategies Identifying the confusing parts • Reread the unclear part • Think about whether you’ve seen the word before, where, and in what context. • Look for familiar chunks and sound it out Look for little words and big words in the word Substitute a word that makes sense in the sentence. • Try to connect the unclear part to something you already know. • Reread the sentences before the unclear part. • Ignore the unclear part and read on to see if it gets clearer.

19. Reciprocal teaching Prediction Clarification Questioning Summarizing

20. AFTER THE READING What did I just learn? What were the main ideas? What do I need to do with this information? • Check for understanding; decide if the purpose was met • Draw conclusion/evaluate information • Apply learning

21. Suggestions For Teaching Comprehension Strategies

22. Science Frames The ____ and the ___ are the same because they both______. In addition, they______________. Start with how things are same or similar. Then add more as needed. They are different because the ____________________, but the ____________________. Also, the____________________ but ______________________ Explain how they are different. You can compare the same property or characteristic in the same sentence. Betsy Rupp Fulwiler, K-5 inquiry Based Science

23. Be the Learner • Using your passage select an appropriate comprehension strategy to apply to the text. • On chart paper create a visual model of your comprehension of the passage using the strategy.

24. Understanding Math Story Problems

25. Layers of UnderstandingMath Story Problems • Decoding and Vocabulary • Ability to analyze the problem • Selection of strategy/ application • Ability to justify or explain thinking • Extend or generalize

26. 5-Step Problem Solving • Restate the problem/question • Find needed data: • Plan what to do: • Find the answer: 5. Answer Check -Is your answer reasonable?

27. Learning with Math Stories by Grade Level Presentation Discussion Apply & Extend Adapted from Reading and Writing to Learn Mathematics: A guide and Resource Book (p. 67)

28. Set a purpose • Activate prior knowledge • Preview the reading • Introduce important vocabulary • Reread to find out things you might have missed the first time through • Reflect on what you have learned • Make connections • Check your understanding • Identify confusing parts-use fix up strategies

30. Intentional Independent Reading This is a great book! The Application of Skills

31. Practice & Performance

32. The Big Debate Independent Reading Silent Reading

33. Student chooses any book to read Book may be above reading level No checking by teacher No writing involved Student chooses any book to read with teacher guidance Student reads mostly “Just-Right” books Teacher monitors comprehension Student keeps a reading record Intentional Independent Readingvs.. Sustained Silent Reading S.S.R. I.I.R.

34. The Effects of Independent Reading • Improves Reading Performance • Increases Vocabulary • Builds Background Knowledge

36. Where & When In-School Out-of-School

37. Outside the School Day • Instructional Time Not Affected • Home & School Connection • Personal Reading Materials

38. Inside the School Day • Environment • Variety of Materials Available • Selecting a “just-right” book • Building a community of readers

39. Community Agreements • If the teacher cannot control the home environment, what are some strategies teachers can suggest to parents that would help provide a location that’s conducive to reading? • If having access to a “Just-Right” book or any book is limited or non-existent, what are some ways teachers can provide their students with materials to read at home? • Does student accountability have to be the responsibility of the parent?

40. It’s Not About Time! • What we need to focus on is what is happening during Intentional Independent Reading in the classroom, not how long should it last.

41. Essential I.I.R. Components • Book Choice • Teacher’s Role • Student Participation

42. “The Just-Right Book” • It looks interesting. • I can read most of it. • After I’ve read the book I can tell someone what it’s about.

43. Role of the Teacher Establishes an environment which: • Promotes accountability as students are recording what they read. • Provides student-teacher interactions to form a community of readers. • Allows students to select the “Just-Right” book of various genres.

44. Student Participation • Book Selection • Accountability • Be a participant in the conversation

45. The Challenge Awaits Us