Active Reading Strategies: Engaging Students Beyond Passivity
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In "The Reactive Reader: Moving Past Passivity", authors Emily Wong and Emily Ellis from the University of California, Irvine, explore the need for active engagement in reading lessons. This resource provides insightful activities such as Predict, Read, Reflect and Split Readings, designed to create a necessity to read and stimulate student interest. The authors emphasize the importance of purposeful reading and reader engagement, enabling students to develop critical thinking and comprehension skills. Enhance your teaching with effective strategies that promote active learning in reading.
Active Reading Strategies: Engaging Students Beyond Passivity
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Presentation Transcript
The Reactive Reader: Moving Past Passivity Emily Wong and Emily Ellis University of California, Irvine
Say Hi to a Neighbor! • How long have you been teaching reading? In what context(s)? • Was does a typical reading lesson look like for you? • How do your students respond your lesson?
Why Reading Can’t Be Passive The need to read!
Introduction to Activities • These activities… • create a need to read • aim to generate interest in a reading • encourage active engagement in a text
Reading Activities 1. Predict, Read, Reflect 2. Split Readings 3. Highlight Readings 4. Student-Generated Questions (scaffolded) 5. Student-Generated Questions (advanced) 6. Speedy Paraphrasing 7. Graphic Organizers
Predict, Read, Reflect • Can you guess what ideas you’ll see in the essay? • Do you think both towns are coastal or inland? • Do you think both towns are big or small? • Do you think the houses in both towns are: • old brown apartments • small, white buildings • large houses with big windows • Do you think the towns mostly earn their money from… • fishing and exporting fish • selling tea • tourism • scientific research • Do you think the people in both towns… • prefer to keep to themselves and not socialize • are interested in what’s going on in the world • are interested in what their neighbors do or say • What do you think the people of both towns think of people who visit? • They love them. • They hate them. • They both love and hate them. • They are indifferent.
Split Readings STUDENT A STUDENT B Reads second half of text Talks with other Bs Meets with A Asks A questions about first half of text • Reads first half of text • Talks with other As • Meets with B • Asks B questions about second half of text
Speedy Paraphrasing • Read the quote. • Take one minute to understand it and think about it. • DO NOT write until you are told to do so.
Quote #1 “Good readers have purposes other than pleasure for their reading.” CrisTovani, “I Read It, But I Don’t Get It” (p. 23)
Quote # 2 “…they [readers] need to recognize confusion and analyze what is causing the confusion. Only then can readers choose how they will try to repair meaning.” CrisTovani, “I Read It, But I Don’t Get It” (p. 57)
QUOTES 1. “Good readers have purposes other than pleasure for their reading.” 2. “…they [readers] need to recognize confusion and analyze what is causing the confusion. Only then can readers choose how they will try to repair meaning.”
Final Thoughts Emily2THANKS YOU for coming! Emily.ellis@unx.uci.edu Emily.wong@unx.uci.edu Teachwithemily.wordpress.com
References • Tovani, C. (2000) I Read It, But I Don’t Understand It. Portland, Maine. • ------------ (2004) Do I Really Have to Teach Reading? Portland, Maine.
