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Reading Comprehension: Strategies for Success

Reading Comprehension: Strategies for Success. 1. Presented by Katie Bain English Language Fellow. Session Objectives. Participants will build upon a knowledge of strategies that can help improve students’ reading proficiency. What is a reading strategy?.

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Reading Comprehension: Strategies for Success

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  1. Reading Comprehension: Strategies for Success 1 Presented by Katie Bain English Language Fellow

  2. Session Objectives Participants will build upon a knowledge of strategiesthat can help improve students’ reading proficiency.

  3. What is a reading strategy? A method used in reading to determine the meaning of a text. 

  4. WHY READ?

  5. Katie’s Top Ten ReasonsforWhy Reading is so Great!

  6. Number 10 Reading is relaxing.

  7. Number 9 Reading improves critical thinking skills.

  8. Number 8 Reading helpsyouunderstandthe rules of languages.

  9. Number 7 Reading helps you to acquire knowledge.  

  10. Number 6 Reading opens your mind to new ideas.

  11. Number 5 Reading efficiently is a critical skill that is directly related to many students’ careerpaths. (Dhieb-Henia, 2006, p. 7)

  12. Number 4 Reading is a way to engage in a conversation with an author.  

  13. Number 3 Reading develops your vocabulary.

  14. Number 2 Reading bringsopportunity!

  15. Number 1

  16. Reading Motivation • Are your students motivated to read? • What are ways to motivate students to read?

  17. Reading Motivation is Important! A report of the Program for International Student Assessment (Organisation for Economic Co-operation and Development, 2010) found that interest in reading predicted students’ reading comprehension. Across all 64 countries participating in the Program for International Student Assessment, students who enjoyed reading the most performed significantly better than students who enjoyed reading the least. (Gambrell, 2011, p. 172)

  18. Seven Rules of Engagement!

  19. Rule #1 “Students Are More Motivated to Read When the Reading Tasks and Activities Are Relevant to Their Lives” (Gambrell, 2011, p. 173)

  20. Classroom Tip Students can keep a reading diary. They can draw, write, and discuss how what they have read connects to their lives.

  21. Rule #2 “Students Are More Motivated to Read When They Have Access to a Wide Range of Reading Materials” (Gambrell, 2011, p. 173)

  22. Classroom Tips • Download free books online! You can find several websites for downloading books on my website: www.elfellowkbain.wordpress.com • Read Aloud! • Do Book Talks! (Gambrell, 2011)

  23. Rule #3 “Students Are More Motivated to Read When They Have Ample Opportunities to Engage in Sustained Reading” (Gambrell, 2011, p. 174)

  24. Classroom Tip Allocate time in your lessons for students to READ independently, in Spanish or in English. Start off with having students read for only five minutes. Then gradually increase the amount of time you give for students to read. (Gambrell, 2011)

  25. Rule #4 “Students Are More Motivated to Read When They Have Opportunities to Make Choices About What They Read and How They Engage in and Complete Literacy Tasks” (Gambrell, 2011, p. 175)

  26. Classroom Tip Give students as many “bounded choices” as you can. This means, pre-select 3-5 options for reading materials and assignments and allow students to choose between your pre-selected options. (Gambrell, 2011)

  27. Rule #5 “Students Are More Motivated to Read When They Have Opportunities to Socially Interact With Others About the Text They Are Reading.” (Gambrell, 2011, p. 175)

  28. Classroom Tip • After allowing students to read silently, give students a chance to turn to a partner and do a “quick talk” about what they have just read. Give each person a one-minute turn to talk about what they have read. (Gambrell, 2011)

  29. Rule #6 “Students Are More Motivated to Read When They Have Opportunities to Be Successful With Challenging Texts” (Gambrell, 2011, p. 176)

  30. Classroom Tip • Guide students through “scaffolded” reading activities in which you help to make reading materials more accessible for students. (See more ideas for strategies later in the presentation!)

  31. Rule #7 “Students Are More Motivated To Read When Classroom Incentives Reflect the Value and Importance of Reading” (Gambrell, 2011, p. 177)

  32. Classroom Tip • Give real, specific, honest and deserved praise to your students, and give it as frequently as possible!

  33. Reading Comprehension Strategies

  34. What is a reading strategy? A method used in reading to determine the meaning of a text. 

  35. StrategyTypes • Social-affectivestrategies • includeinteracting and cooperatingwith others to assist learning. • Cognitive strategies • involvemanipulatingthe language to be learned. • Metacognitivestrategies • encouragelearnersto reflect on thought processes and to plan, monitor, and evaluate aspects of theirlearning. (Dhieb-Henia, 2006, p. 2)

  36. Brainstorm!

  37. Strategies • Scanning • reading a text quickly for specific details • Skimming • reading or previewing a text to find the main idea Skimming and Scanning Video

  38. Strategies Defined, Explained, and Practiced • Questioning • Making Connections • Visualizing • Inferring • Determining Importance/Main Ideas • Synthesizing/Summarizing

  39. Asking Questions\Questioning

  40. Questioninghttp://www.youtube.com/watch?v=RKPf2sfW7ck • Questioning Readers ask questions about the text and the author’s intentions and seek information to clarify and extend their thinking before, during and after reading. (Scharlach, 2008)

  41. Sentence Starters for Questioning I wonder . . .  I would like to ask the author . . .  Who?  What?  When?  Where?  Why?  How?  This makes me wonder about . . .

  42. Making Connections

  43. Making Connectionshttp://www.youtube.com/watch?v=uql0IIIMJDY • Text-to-Self (T-S) refers to connections made between the text and the reader's personal experience.  • Text-to-Text (T-T) refers to connections made between a text being read to a text that was previously read. • Text-to-World (T-W) refers to connections made between a text being read and something that occurs in the world. (Scharlach, 2008)

  44. Sentence Starters for Making Connections  This reminds me of . . .  I connected to this when . . .  _____ made me remember a time when . . .  This relates to my life because . . .  _____ makes me think about . . .  This illustration makes me think about . . .  This makes me think about . . .  This part makes me remember . . .  I really had a strong connection to this part because . . .  This is like . . .  This is familiar to me because . . .  This is similar to . . .

  45. Visualizing

  46. Visualizinghttp://www.youtube.com/watch?v=-E-X5XhbXiY • Mental pictures are the cinema unfolding in your mind that make reading three-dimensional. • Visualization helps readers engage with text in ways that make it personal and memorable.  • Readers adapt their images as they continue to read. (Scharlach, 2008)

  47. Sentence Starters for Visualization  I could really picture . . .  The description of ____ helped me visualize . . .  I created a mental image of . . .  In my mind I could really see . . .  When it said ____, I could imagine . . .  If this were a movie . . .

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