Reading to LearnReading to LearnReading to LearnReading to LearnStrategies for Strategies for

Teacher-ReadersTeacher-Readers

Student-ReadersStudent-Readers

Student-TeachersStudent-Teachers

Reading TeachersReading Teachers

Significant SevenScientifically Based

Comprehension Strategies

• Comprehension Monitoring• Cooperative Learning• Graphic and Semantic Organizers• Question Answering• Question Generation• Story Structure/Text Organization• Summarization

Fab Five Reading Competencies

• Phonemic Awareness

• Phonics• Fluency• Vocabulary• Comprehension

Comprehension Monitoring

• Set Goals (Why am I reading this?)• Access vocabulary (What words do I need

to know to understand this?)• Access schema (What do I already know,

think, feel about this?)• Self-Check Fluency and Understanding

(Do I get this?)• Choose appropriate strategies (If I don’t

get it, how can I fix it?)• Focus Activities (Have you seen my

mind?)

Goal-Setting• Why am I reading?• What do I want to

improve about my reading?

• How will I know I’m getting closer to my goal?

Before Reading: Understand Information

Text Structure

• Is this descriptive?• Is this cause-effect?• Is this sequential?• Is this enumerative?• Is this problem/solution?

Before Reading: Understand

Story Structure• Plot• Setting• Character development • Tone• Theme• Point-of-view• Symbolism

Before ReadingAccess/Build Schema

• KWLH:• What do you KNOW?• What do you WANT to find out?• What did you LEARN?• HOW can I learn more?

Before ReadingAccess/Build Schema

• What is the structure of this?

• Is it like a menu?• Is it like a map? • Is it like a ladder?

Before ReadingAccess/Build Schema

• Anticipation Guides: Evaluate statements about the subject matter

• Graphic Organizers that follow the text structure

Before ReadingAccess/Build Schema

•Connect text to culture of the readers

•Pre-Test knowledge

During Reading• Monitor Comprehension• Model Thinking• Choose appropriate

strategies

During ReadingUse Graphic Organizers• WEB- descriptive text• LIST- enumerative text• LADDER- sequential text• FLOW CHART- cause-effect• ATTRIBUTE MAP- compare-contrast• TWO-COLUMN- problem-solution

During ReadingCode Your Content

• Mark each paragraph as you read– C = clear– D = difficult– I = important– S = surprising

• Limit number of “I”s

C

I

During ReadingQuestion the Author

• Learn about the author• Be aware of the author’s challenges in

writing for this class to read• Segmenting Text:Stop at difficult

passages• Student to Student discussion

Question the Author Queries not Questions

• What is the author trying to say here?• What is the author’s message?• Did the author express this clearly?• Does this make sense with what the

author told us before?• Does the author tell us why?• Why do you think the author tells us

this now?

During ReadingManipulate Your

Schema• How would this be different if

– another character told it?– it happened in a different

place?– It happened in a different time?– It happened to me?

During ReadingGuided Mental Imaging• Listen to the

passage• Focus on the

pictures in your mind

• Recall the picture-recall the passage

During ReadingReciprocal Teaching

• Each reader prepares to read and teach a section of the text

• Readers run the discussion

During ReadingPaired Reading

•I’ll read it to you

•You’ll read it to me

Transactional Strategy Instruction

Pick the best strategy for your learning stylePick the best strategy

for the text.

During ReadingRead a Book In An Hour• Read part of a book• Generate questions about

what came before your part• Predict what may happen after

your part• Present and share sequentially

During ReadingModel Thinking Process

•Think out loud as you read out loud

•Say strategy steps•Make the process, not

the procedure, TRANSPARENT

During ReadingWhat’s Important?

What’s Not Important?

• Get the Gist with main ideas• Boil it down to a “One Sentence Summary”• Turn a page of notes into a card of notes

into a “sticky-note”

During ReadingQAR

Question/Answer Relationship

• Four types of questions–Right there–Think and Search–Author and You–On My Own

During ReadingGuided Practice

• Pose a question• Answer question• Find Evidence• Give Reasoning• All teacher--to—student &

teacher--to--All student

After ReadingQuick Writes:

What did I get from that piece of text?

After ReadingSummarizeGet the Gist

One Sentence Summary

Think-Pair-Share

After ReadingResponse Journal

• Respond to specific questions• Respond to words, quotes,

pictures• Get personal with the text

After ReadingThink/Pair/Share

• Think about the text• Discuss the text with a

partner• Share what you

discussed with the class

After ReadingOne-Sentence Summary

•Work with a partner or group to generate a one-sentence summary

After ReadingYou Write the

Questions•Readers generate

discussion questions which become test questions

After ReadingSocratic Seminar

• Student-led discussion about the concepts in the text

• Respectful presentation of different interpretations and ideas about the text

• Leads to knowing what you need to know

Thought Walls• Identify thematic

concepts• Illustrate the ideas• Put them out in plain

sight• Relate them to new

text

Develop FluencyWhat is Prosody?

• Read it accurately• Read it smoothly• Read it with meaning• Read it with feeling• Use timed readings• Graph progress

Develop FluencyTimed Readings

• Graph your words per minute

• Monitor comprehension

Develop FluencyDEAR/ USSR

• Take time to read• The more you read,

the better you read.

• Read what YOU want to read

Go to the Book Store• Explore the

shelves• Look at all the

magazines• Find something

new

Go to the Library• Walk around• Find

something new

• Sit and stay awhile

Develop FluencyPartner Repeated

Readings• Silent warm-up• Timed Reading by Partner

#1; partner #2 marks errors and counts words read

• Partners switch jobs• Each reader graphs errors

and word counts per minute

Reader’s Theater• Practice reading

until fluency is flawless

• Practice the reading to present to an audience

• Choose passages with lots of sound going on

Develop VocabularyWord Walls

Keep the words in plain sight!

Cat

Dog

Mouse

Cheese

Trap

Develop VocabularyBe a Word Wizard

Find the word outside of class.

Use the word outside of class.

Develop VocabularyKeyword Method

• Find a word within the word to hook onto

• Draw a picture of the key • Make the image unusual• Make your sentence

match the picture

Develop VocabularySemantic Feature

Analysis• Create a grid to

mark attributes of a group of words

• Mark attributes that add to the description of each word

• Find examples and non-examples

Develop VocabularyConcept-of-Definition

Map• Fit a word into its concept category

“What is it?”• Describe its attributes “What is it like?”• Give some examples “What are some

examples of this?”• Works with concept words like

“democracy”

Word Families• Introduce words in context• Identify key root, prefix, or suffix in

word• Build a collection of words in that

family– Altitude - height

• Altimeter – instrument to measure height

• Exalt – raise up high, praise

Develop VocabularyK.I.M. Blocks

Word List

Key idea Information Memory clue

CAT Furry pet Whiskers,tail, meows, drinks milk, eats mice

Garfield

DOG Furry pet Barks, chases cats, chews shoes, eats bones,

Odie

Develop VocabularyPAVE Procedure

• Use context to predict word meaning

• Write the sentence in which the word appears

• Verify the definition with an expert source

• Reevaluate the meaning and write an original sentence. Draw a visual representation of the word.

Develop VocabularyPossible Sentences

• Define words that will be in the reading• Pair up related words• Write a sentence you predict might use

each pair in the text• Discuss how “possible” you think it is

that the sentence will be there• Read to test your prediction• Revise the sentences.

Cooperative Learning• Can be applied to many

activities• Requires clear group goals and

individual accountability• Facilitates helping without

“giving the answer”• Develops respect and social

skills for working with others

Individual Accountability

• An essential outcome of cooperative learning

• Insures that each member of the group “owns” the same information

• Allows for differentiated instruction

Assessment• Pre-Test• Fluency Checks• Standardized Test

Data• Performance Tasks• Products• Post-Tests

Differentiated Differentiated InstructionInstruction

Differentiated Differentiated InstructionInstruction

3x3x3=DI3x3x3=DI

FRAMECAB

• F= Flexibility• R= Respected Work• A= Attention to Student Differences• M= Modification of process, product, content• E= Essential skills are the same for all• C= Cooperative Learning• A= Assessment: Ongoing driver of instruction• B=Belonging; what every students needs to

feel

JIGSAW• Divide material to be learned• Each person read /learn/teach his part

to the group

• Persons from each group with like material, re-form as new group

• Expert groups present to class• Whole class is assessed on all parts

Scaffold the Learning• Design several levels of

reading and research• Put all of the pieces together

in one presentation• Allow opportunities for

differentiated assessment

How Are You Smart?• Understand the theory

of Multiple Intelligence• Evaluate your strengths

and develop them• Evaluate your growth

needs and develop them

Learning Styles• Know your Learning

Style• Evaluate your strengths

and develop them• Evaluate you growth

needs and develop them• Use strategies to study

that make the most of your style

Helpful sites• http://www.literacymatters.org/ind

ex.htm• http://fcit.usf.edu/fcat8r/home/site-

map.html