Reading Strategies & Resources for ALL content areas Presented - - PowerPoint PPT Presentation

Reading Strategies & Resources

for ALL content areas Presented by Jen Vermaat Created by Leanne Carmony and Jen Vermaat

Food for thought:

Reading strategies give all students access to the content. “Everybody is a genius. But if you judge a fish by its ability to climb a tree, it will live its whole life believing that it is stupid.”

― Albert Einstein

Reading strategies can level the playing field.

Reading strategies give students the opportunity to think about their thinking & help educators meet the shifts of the Common Core in ELA

We can meet the up to 80/20 informational/ fiction text ratio by using texts and reading strategies in every subject area. Think about an artist or athlete biography in art

• r PE, a newspaper

article in science, a primary source in social studies, consumer awareness in math class, etc. This shouldn’t be all the English teacher’s responsibility. ACE Strategy

Definition of a Reading Strategy:

“Reading strategies are purposeful, cognitive actions that students take when they are reading to help them construct and maintain meaning.”

~from Pleasant Valley Community School in Bettendorf, Iowa on their school website page that provides Study Skills & Strategies for Parents

Poor vs Skilled Readers

Poor Readers Skilled Readers

Focus on “getting the words right” rather than on understanding Take responsibility for constructing meaning using prior knowledge Rely on rote memorization, rehearsal, simple categorization (test & forget) Repertoire of strategies,

• rganizational patterns, and genre

Low self-esteem Think, plan, monitor comprehension & revise strategies Confidence as effective learners

Vocabulary Activity

Are there any words on this list that anyone is not familiar with? are between making

• nly
• ften

if continuously consists with known

• ne

points relation draws isolated the variation curve graph values set table variable corresponding

How many understand this?

“If the known relation between the variables consists of a table of corresponding values, the graph consists only of the corresponding set of isolated points. If the variables are known to vary continuously, one often draws a curve to show the variation.”

(Basic College Math, M. Michael Michaelson, 1945)

Comprehension Activity

Let’s read this story and see how much you all comprehend… “Last Serny, Flingledobe and Pribin were in the Nerd-link treppering gloopy caples and cleaming burly greps. Suddenly a ditty strezzle boofed into Flingledobe’s tresk. Pribin glaped and glaped. “Oh, Flingledobe,” he chifed, “that ditty strezzle is tunning in your drep!”

Before, During and After

Explicit strategy instruction is at the core of good comprehension instruction. "Before" strategies activate students' prior knowledge and set a purpose for reading. "During" strategies help students make connections, monitor their understanding, generate questions, and stay focused. "After" strategies provide students an opportunity to summarize, question, reflect, discuss, and respond to text.

http://www.adlit.org/strategy_library/

Reading Strategies for Comprehension Prior Knowledge Making Connections Questioning Visualizing Inferring Summarizing Evaluating Synthesizing

Metacognition: Thinking About Thinking

Word cloud created on http://www.wordle.net/

Making Connections

Activity: “Make it Meaningful”

• With a sticky note, find one of the following:

○ a text-to-self connection ○ a text-to-text connection ○ a text-to-world connection

• Briefly describe your connection…
• Ambulance Slow Down/Move Over Law

Article from 1-13-16

Double Entry Journal

Re

Can be used with any age group and in any subject area! My 7-12th grade Language Arts students all use these readily, and I see a significant improvement in the depth of understanding and it is a meaningful self monitoring tool. Double Entry Journal PDF

Double Entry Journal Variations

• Can be used as a collaborative activity

Students or teacher reply in the right column to the questions presented in the left column

• Customizable across content areas and grade

levels

• -How could you see a double journal entry

working?

Questioning

What’s the purpose for the reading?

• Having a purpose for reading enhances

understanding and interaction with the text. Listen to the voices inside your head…

• Interacting voice
• Distracting voice

Inferring Game with Kindergartners

Purpose: Help kids understand their own and others’ feelings; introducing inferential thinking Resources: A feelings chart and a card with the word sad written on it. The card is pinned on the back of one student who doesn’t know what it says. Response: Child with card on back goes to the middle of the circle, and kids give him or her clues as to how they feel when they are sad to help the child guess the feeling word

• n the card.

Inferring Game

• How could you use this game in your

classroom/setting?

taken from Strategies that Work: Teaching Comprehension for Understanding and Engagement

Newsela

• Website features news articles where

teachers can select the reading level

• In other words your students can all be

reading the same information, but at a tailored reading level.

• -FYI check Lexile (reading level) of text at https://lexile.com/analyzer/

https://newsela.com/ http://teacher.scholastic.com/reading/bestpractices/vocabulary/pdf/sr_allgo.pdf

CommonLit.org - differentiation

https://www.commonlit.org/

CommonLit is a free collection of fiction and nonfiction for 3rd-12th grade classrooms. Search and filter our collection by lexile, grade, theme, genre, literary device, or common core standard.

./?/!

• Let’s visualize ourselves in a math class and

we just finished the fraction lesson.

• As an exit slip you get a note card. Your

instructions are to write one thing you already knew (.), one thing you didn’t understand or need to know more about (?), and one thing that makes you say WOW (!).

./!/?

Visualizing

• Creating mental images in the mind based
• n information from the text
• “sketch to stretch” - used

during or after reading

• “front-load the word” - a

pre-reading strategy

Monitoring Comprehension

Monitoring comprehension is the ability of a reader to be aware, while reading, whether a text is making sense or not.

How do I know when I’m stuck?

• 1. The voice in my head changes.
• 2. The camera inside my head shuts off.
• 3. My mind starts to wander.
• 4. I can’t remember what I just read.
• 5. I’m not asking or answering questions as I go.
• 6. I encounter characters and have no memory of

when they were introduced.

How do I get Un-stuck?

• 1. Make a personal connection with the text
• 2. Make a prediction
• 3. Stop & think about what you’ve already read
• 4. Ask yourself a question & try to answer it
• 5. Reflect in writing what you’ve read

How do I get Un-stuck?

• 6. Visualize
• 7. Use print conventions (bold, CAPITALIZED,etc)
• 8. Retell what you’ve read
• 9. Reread
• 10. Adjust your reading rate (slow down or speed up)
• 11. Notice patterns in text structure to locate

information faster

~ Cris Tovani, I Read it, But I Don’t Get It: Comprehension Strategies for Adolescent Readers

Conclusion

• Let’s review our bar graph

○ highs/lows - reflection/discussion ○ classroom application of visual graphs

• Questions

Final Task

• Learn it today, use it ‘tomorrow’...well that

was our closing plan back in March.

• What’s something you already use and plan

to continue or one idea you’d like to implement next fall?

Resources

http://www.ldaminnesota.org/ ~ Learning Disabilities Association of Minnesota www.adlit.org ~ All About Adolescent Literacy https://lexile.com/analyzer/ ~ The Lexile Framework for Reading https://newsela.com/ ~ Building reading comprehension with nonfiction daily news http://teacher.scholastic.com/reading/bestpractices/vocabulary/pdf/sr_allgo.pdf ~ Used page 6 http://www.readwritethink.org/classroom-resources/lesson-plans/guided-comprehension-visualizin g-using-229.html?tab=3#tabs ~ Stretch to Sketch https://www.engageny.org/sites/default/files/resource/attachments/common-core-shifts.pdf http://www.ode.state.or.us/wma/teachlearn/commoncore/common-core-shifts-ela.pdf http://www.wordle.net/ ~ World Cloud http://www.readwritethink.org/files/resources/lesson_images/lesson228/double.pdf ~ Double Entry Journal PDF https://ds0vt0n1s74d2.cloudfront.net/resources/uploaded_document/resource/194/ACE%20Stra tegy%20info.pdf ~ ACE Strategy

Resources continued

• I Read It, But I Don’t Get It: Comprehension Strategies for

Adolescent Readers by Chris Tovani

• Reading Strategies for the Content Areas by Sue Beers and

Lou Howell

• Strategies That Work: Teaching Comprehension for

Understanding and Engagement by Stephanie Harvey

• Guided Comprehension: A Teaching Model for Grades 3–8

by Maureen McLaughlin & Mary Beth Allen

• Making Thinking Visible by Karin Morrison, Mark Church, &

Ron Ritchhart