Reading Strategies

1. Reading Strategies

2. ESSENTIAL QUESTIONS • What are key reading strategies? • How are students who have them different from students who do not have them? • How can these strategies help struggling students? • How can I target the automatic application of these strategies in my teaching practice?

3. Learning Targets • I understand what reading strategies are and can explain their relationship to the Kentucky Cognitive Literacy intervention model. • I am able to target the development of these strategies in unit and lesson planning.

4. It must be remembered that the purpose of education is … • not to fill the minds of students with facts, it is not to reform them, or amuse them, or to make them expert technicians in any field. It is to teach them to think, if that is possible, and always to think for themselves. -- Robert Hutchins

5. Metacognition

6. THINK ABOUT IT … What if . . . - you were stuck in traffic in a town you don’t know well? - your babysitter canceled at the last minute? - your boss volunteered you to complete a task you detest?

7. High Achievers • These strategies • are … • Consistently under-taught • Rarely benchmarked • Not in state curriculum documents Low Achievers

8. Reflection Students who are reflective • construct meaning in response to their situation, questions they have, or their learning task; • use self-generated criteria to evaluate their work, both in progress and after it is complete; • and use self-control to alter their mood and impulsivity in order to accomplish their goals.

9. 4 Levels of Metacognitive Engagement Reflective Learners Strategic Learners Aware Learners Tacit Learners --Perkins and Swartz

10. Reflective Learners

11. Strategic Learners

12. Aware Learners

13. Tacit Learners

14. “The need to avoid impulsivity and take time to consider options and alternatives has been identified as a key strategy in overcoming learning failure” (Feuerstein, 1980). The Research Says… “An ordinary person almost never approaches a problem systematically and exhaustively unless specifically educated to do so” (As quoted in Fisher, 1998).

15. Being strategic promotes growth and development in all areas of the curriculum.

16. . . . “Remember that anyone can struggle given the right text. The struggle isn’t the issue; the issue is what the reader does when the text gets tough.” - Kylene Beers

17. Directions for Activity • We will divide you into 4 groups. Each group will be assigned two of the Eight Strategies Used by Independent Strategic Readers. • Group 1 • “Encountering New Words” • “Think Ahead to What Might be Coming up in the Reading” • Group 2 • ”Use Textual Clues” • “Have a Plan to Approach Reading Tasks” • Group 3 • “Connecting New Knowledge to Existing Knowledge” • “Creating Images” • Group 4 • “Evaluating” • “Summarizing What You Have Read and Learned” • Your groups should reflect on the behavior of struggling readers related to this topic and what teachers can do to support them. Record your ideas on the chart paper provided. Each group will report out.

18. Research Says… “A great amount of time is spent ‘mentoring,’ ‘practicing,’ and ‘assessing,’ but little time is actually spent teaching students how to understand and comprehend.” --Durkin

19. A Strategy Is … A deliberate cognitive process of • selecting, • enacting, • monitoring/regulating behavior. An action one can take • to perform a task, • solve a problem, • find an answer.

20. Reading Strategies in the KCLM V PK S/R S I/P M/C Q

21. Role of the Interventionist …strategies are useful mainly when the student is grappling with important but unfamiliar content. Becoming a Nation of Readers, 1985

22. Strategy Practice: Visualization As you visualize, pay attention to the “actions you are taking or the thinking process” that help you make the picture in your head.

23. Our small, soft hands blistered quickly at the start of each summer, but Daddy never let us wear work gloves, which he considered a sign of weakness. After a few weeks of constant work, the bloody blisters gave way to hard-earned calluses that protected us from pain. Long after the fact, it occurred to me that this was a metaphor for life – blisters come before calluses, vulnerability before maturity. --From My Grandfather’s Son: A Memoirby Clarence Thomas

24. Debrief Visualizing Turn and talk to the person next to you about what actions you took as a reader to help you visualize the scene.

25. STRATEGY PRACTICE: MAKING CONNECTIONS TO PRIOR KNOWLEDGE “Anyone interested in te___________ is concerned about c_______. It’s hard to imagine te_______ sch_____ without them. Although they can sometimes be bothersome, we t_______ them. When t________ go wrong, we sometimes blame the p______, instead of accepting responsibility for the consequences ourselves.” Cummings, 1990

26. “Anyone interested in television is concerned about commercials. It’s hard to imagine televisionschedules without them. Although they can sometimes be bothersome, we tolerate them. When things go wrong, we sometimes blame the product, instead of accepting responsibility for the consequences ourselves.” Cummings, 1990

27. RECIPROCAL TEACHING (RT)

28. TEXT IMPRESSION maypole abundance villagers majestic terraced poverty eyepiece coffers sorcery faith

29. MODEL RT Clarify

30. The Spyglass

31. MODEL RT Clarify Question On-the-Surface____ Under-the-Surface

33. MODEL RT Clarify Question On-the-Surface____ Under-the-Surface Summarize

35. MODEL RT Question On-the-Surface____ Under-the-Surface Clarify Summarize Predict and Infer Why? Confirmed? Yes__ No__

37. p. 11 p. 13 p. 14 p. 12

38. Reciprocal Teaching Roles

39. Strategy Practice:Synthesizing v pk s/r s i/p m/c Q

40. EXPLICIT INSTRUCTION

41. Traditional Methods

42. MAKE THINKING VISIBLE

43. Student Responsibility

44. REFLECTIVE JOURNAL “Developing readers must learn to be metacognitive, and it is in the stage of conscious application of strategies that readers come to understand how reading works and how to identify and fix problems.” Afflerbach, Peter; Pearson, P. David; Paris, Scott G., Clarifying Differences Between Reading Skills and Reading Strategies, The Reading Teacher, February 2008 • I understand what reading strategies are and can explain their relationship to the Kentucky Cognitive Literacy intervention model. • I am able to target the development of these strategies in unit and lesson planning.

45. Bibliography Afflerbach, Peter; Pearson, P. David; Paris, Scott G. “Clarifying Differences Between Reading Skills and Reading Strategies.” The Reading Teacher, February 2008. Almasi, Janet. Teaching Strategic Processes in Reading. Guilford Press: November 2002. Anderson, Richard., Elfrieda H. Hiebert, Judith A. Scott and Ian Wilkinson. Becoming A Nation of Readers. National Academy of Education 1985. Beers, Kylene. When Kids Can’t Read What Teachers Can Do. Heinemann: October 2002. Buehl, Doug. Classroom Strategies for Interactive Learning. International Reading Association: 2001.. Durkin, D. (1978-1979).”What classroom observations reveal about reading comprehension instruction”. Reading Research Quarterly, 14(4), 241-533. Evans, Richard Paul &Jonathan Linton. The Spy Glass. Simon and Schuster Books : 2000. Fisher, Robert. “Thinking about Thinking: Developing Metacognition in Children.” Retrieved from the World Wide Web: http://www.teachingthinking.net/thinking/web%20resources/robert_fisher_thinkingaboutthinking.htm. June 2010.

46. Bibliography Continued Hutchins, Robert. “A Nationwide Inquiry on Problems Confronting America’s Youth”. The Elementary School Journal. University of Chicago Press 1935. “Questions Before During and After.” Teacher Vision. Retrieved from the World Wide Web: http://www.teachervision.fen.com/skill-builder/reading-comprehension/48617.html. June, 2010. Schwartz R. & Perkins D. (1989) Teaching Thinking-Issues and Approaches, Pacific Grove, CA: Midwest Publications. Silver, Harvey F , Richard W. Strong & Matthew J. Perini. The Strategic Teacher: Selecting the Right Research-Based Strategy for Every Lesson. ASCD: 2007. Thomas, Clarence. My Grandfather’s Son. Harper, 2007. “Visualizing.” Teacher Vision.. Retrieved from the World Wide Web: http://www.teachervision.fen.com/reading-comprehension/skill-builder/48791.html. June 2010. Weir, Carol. “Using Embedded Questions to Jump-Start Metacognition in Middle School Remedial Readers”. Journal of Adolescent & Adult Literacy, Vol. 41, No. 6 (Mar., 1998), pp. 458-467. Zwiers, Jeff. Building Reading Comprehension Habits. International Reading Association: 2004.