ADDENDUM— Engaging Students for Enhanced …...ADDENDUM— Engaging Students for Enhanced Reading...

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ADDENDUM— Engaging Students for Enhanced Reading Comprehension Compiled by Dr. BJ Wiemer ACSI 2016 Professional Development Forum (O’Fallon, MO) Teaching Ideas after reading Extended Anticipation Guide Rating Scale Thick and Thin Questions 3-2-1 Save the Last Word for Me Summary Cubes Minute Papers Graphic/Visual Organizers Teaching Ideas before Reading Anticipation/Reaction Guides KWL Expectation Grid Give One, Get One Book Tour/Picture Walk Making Connections Predict-o-Grams Present New Vocabulary Teaching Ideas during Reading Visualization Topic-Detail-Main Idea Text Coding/Post-it Notes QAR Running Records Response Journals Monitoring and Clarifying Graphic/Visual Organizers

Transcript of ADDENDUM— Engaging Students for Enhanced …...ADDENDUM— Engaging Students for Enhanced Reading...

ADDENDUM—

Engaging Students for Enhanced Reading Comprehension

Compiled by Dr. BJ Wiemer ACSI 2016 Professional Development Forum (O’Fallon, MO)

Teaching Ideas after reading

Extended Anticipation Guide Rating Scale Thick and Thin Questions 3-2-1 Save the Last Word for Me Summary Cubes Minute Papers Graphic/Visual Organizers

Teaching Ideas before Reading

Anticipation/Reaction Guides KWL Expectation Grid Give One, Get One Book Tour/Picture Walk Making Connections Predict-o-Grams Present New Vocabulary

Teaching Ideas during Reading

Visualization Topic-Detail-Main Idea Text Coding/Post-it Notes QAR Running Records Response Journals Monitoring and Clarifying Graphic/Visual Organizers

ADDENDUM—

Engaging Students for Enhanced Reading Comprehension

Compiled by Dr. BJ Wiemer ACSI 2016 Professional Development Forum (O’Fallon, MO)

Teaching Ideas before Reading

Anticipation/Reaction Guides (To give purpose to reading and reinforce key concepts or vocabulary)

KWL (To affirm prior knowledge, set purpose to reading, and note new information)

K W L

1. Write 3-5 statements related to the informational text. The statements may or may not all be true.

2. Before reading the text, ask students to read each statement.

3. Students circle whether they agree or disagree with each statement.

4. Read the selection. 5. Read back through each statement and ask

students to decide whether or not they would change their original response.

6. If they decide they would change their answer, how would they write it to agree with the statement?

1. Brainstorm with the students about what they know about the given topic. All answers are written in the K column.

2. Discuss what students might like to learn about the topic. Write these items in the W column. 3. Have students read the assigned text. 4. After reading, students list what they have learned from their reading in the final (L) column. 5. Go back to the first column (K) and make changes to facts, as needed. 6. See if all of the students’ questions have been answered from the W column. 7. Use the information recorded to summarize what students know about the subject.

Spice it up with some alternative materials and procedures such as using different colored post-it notes, notecards,

or large chart paper. Try working with a partner or set a timer for completing each part.

ADDENDUM—

Engaging Students for Enhanced Reading Comprehension

Compiled by Dr. BJ Wiemer ACSI 2016 Professional Development Forum (O’Fallon, MO)

Expectation Grid (To provide overview of topic and key vocabulary)

Give One, Get One (To provide overview of topic and key vocabulary.

Book Tour/Picture Walk (To provide overview of the text)

1. Have students write the title or main topic in the center of their grid.

2. Students will skim the assigned reading selection looking for information or vocabulary to be added to each grid.

3. After reading, complete the grids with specific details for each concept or word.

4. Discuss the different details students found in their reading.

Mosquito-

borne illness

Dengue

Fever

Seems

effective/ 79% British company

Vaccines

ineffective

1. Have students skim over their reading selection jotting down any information they find interesting, important or unusual in the first column.

2. Have students pair up and share the information they wrote on their sheet with their partner.

3. If the partner provides something that is new, the student writes it in the second column.

4. When done, discuss what has been shared with the class.

Preview the text with the students

“walking” through each page of the

selection. Point out the differences

when reading a non-fiction from a

narrative text. Discuss how formats

such as headings, bold print, and

illustrations help to organize and

present the material for easier

learning. Begin to predict what will

be learned in the selection.

ADDENDUM—

Engaging Students for Enhanced Reading Comprehension

Compiled by Dr. BJ Wiemer ACSI 2016 Professional Development Forum (O’Fallon, MO)

Making Connections

Predict-o-Grams (To predict using selected elements in the selection)

Present New Vocabulary

Bring in pictures or items to help

familiarize students with something

they’ve never seen or experienced. Try

to make links to that which is familiar to

them.

1. Select key vocabulary from the text. 2. Have students work with partners to

decide under which heading the word should be included.

3. Read the selection. Make changes, if needed.

Young

Habitat

Feeding

Threats

Habitat

Habitat

Habitat

Adaptations

Vocabulary Words:

Bering Sea

McLaughlin & Allen (2009). Guided Comprehension in Grades 3-8. International Reading Association.

• Focus on key vocabulary • Include signal and directional words • Connect to book tour with pix and charts • Highlight, post-its, notecards, flip charts, t-notes • Decode, analyze, spell • Use it or lose it!

ADDENDUM—

Engaging Students for Enhanced Reading Comprehension

Compiled by Dr. BJ Wiemer ACSI 2016 Professional Development Forum (O’Fallon, MO)

Teaching Ideas during Reading

Visualization

Graphic/Visual Organizers Guided Imagery

Pictographs of the Mind

Topic-Detail-Main Idea

1. Read a selection aloud to the students. 2. As you read, students “doodle” whatever

comes to mind as they listen. Encourage them to include details for what is being read.

3. If there are specific parts, have students stop at each section and start a new drawing for the next part.

4. After reading, have students share what they have drawn and discuss the key concepts in the selection.

Change it up by using small post-it pads or have students

on large mural-size paper. Others may enjoy drawing with

a partner.

1. Create two-column notes to be completed as the students read through the text.

2. Begin with the main topic. 3. JOTT details: Just One Two or Three words. 4. Write a question for each detail. 5. After reading, JOTT a main idea, or summary

of the selection. (This may involve may than three words.)

ADDENDUM—

Engaging Students for Enhanced Reading Comprehension

Compiled by Dr. BJ Wiemer ACSI 2016 Professional Development Forum (O’Fallon, MO)

Text Coding/Post-it Notes (This is especially helpful for students who forget or do not readily participate in class discussions because they “have nothing to say.”)

QAR: Question-Answer Relationships (To encourage self-questioning/making connections)

1. Have a stack of post-it notes available for each student.

2. As the student reads, a post-it note is used to label specific parts of information to be remembered or for which the student has questions or may find particularly interesting.

3. If the student can write in the text, symbols can be used directly on the page (? ! +) instead of post-it notes.

In the Text

In My Head

Think & Search-

Right There-

Author & You-

On Your Own-

1. As students read, they create questions about what they have read.

2. Examples of QAR questions include: • Right There- the answer is within

one sentence in the text. • Think & Search-the answer is

found in more than one sentence in the text.

• Author & You- the answer needs information from the student’s background knowledge and text.

• On Your Own- the answer needs information from only the student’s background knowledge.

3. Discuss why they thought of the question and what response they would expect in answer to it.

McLaughlin & Allen (2009). Guided Comprehension in Grades 3-8. International Reading Association.

ADDENDUM—

Engaging Students for Enhanced Reading Comprehension

Compiled by Dr. BJ Wiemer ACSI 2016 Professional Development Forum (O’Fallon, MO)

Running records Stop-Think-Write

Fab Four Door Chart

Response Journals

1. Have students begin reading a selected text. 2. After 2-3 minutes, call, “Stop!” 3. Students write down whatever comes to mind from

their reading. This may be something they learned; connections they made; questions they have; or interesting words or ideas.

4. After a couple minutes for writing, resume reading. 5. Repeat the process until the text is completed. 6. Discuss the students’ responses.

Lori Oczkus

1. Create four flaps for students’ responses using a large sheet of paper (11”x18”).

2. Under the first flap, students write all of their predictions about the text before reading.

3. Under another, flap, students write any questions they have about the text before or during their reading.

4. The third flap is used to make notes of any words or phrases the students do not understand.

5. Finally, the students write a brief summary of the key point(s) of the text.

Students can maintain a response journal in their text

(and use it as their bookmark!) with this simple-to-make

paper folding craft. To see how to create an 8-page

booklet out of one piece of paper, check out the YouTube

video below:

https://www.youtube.com/watch?v=AbRbrg1MIpQ&ebc=ANyPxKrh

qDBscFNmupZKYxsL1UDDZplRJkw-

65q8FhXtJKeybaB1iLgNEftl928eu6UjXfcTdSi5aWqR5CSwl8U8P4UD9_

ZyiA

ADDENDUM—

Engaging Students for Enhanced Reading Comprehension

Compiled by Dr. BJ Wiemer ACSI 2016 Professional Development Forum (O’Fallon, MO)

Monitoring and Clarifying

Bookmark Technique

Say Something (To monitor reading process)

Roll the Dice

McLaughlin & Allen (2009). Guided Comprehension in Grades 3-8. International Reading Association.

Create bookmarks to

• prompt students in strategies being taught

• remind students of new vocabulary • provide questions students will be

answering at the end of their reading

1. Have students begin reading a selected text with a partner.

2. After several minutes, call, “Stop!” (or ring a bell)

3. Students stop and share whatever comes to mind from their reading. This may be something they learned; connections they made; questions they have; or interesting words or ideas.

4. After a couple minutes for sharing, resume reading.

5. Repeat the process until the text is completed.

1. Students work in small groups to read a text. 2. After several minutes, call, “Stop!” 3. One student rolls a die and follows the directions

as written on the board. 4. Resume the reading process. 5. Students take turns reading and rolling the die until

the selection has been completed. Lori Oczkus

ADDENDUM—

Engaging Students for Enhanced Reading Comprehension

Compiled by Dr. BJ Wiemer ACSI 2016 Professional Development Forum (O’Fallon, MO)

Think-alouds • Reread the parts not understood. • Read on to look for clues. • Think about what is known. • Talk to a friend. • Find the key words. • Think about which ideas in the text are supported with convincing

evidence.

Extended Anticipation Guide

Rating Scale

Following the reading of the text,

students review their initial responses. At

this time, they may make changes to

their answers. A summary statement is

developed to wrap up the material.

1. Students identify important facts or topics from their reading.

2. Each listed item is then ranked in order of importance—thinking critically about the topic.

3. Students must then explain the rankings they have given to each item.

ADDENDUM—

Engaging Students for Enhanced Reading Comprehension

Compiled by Dr. BJ Wiemer ACSI 2016 Professional Development Forum (O’Fallon, MO)

Thick and Thin Questions

3-2-1

McLaughlin & Allen (2009). Guided Comprehension in Grades 3-8. International Reading Association.

1. After reading, create thick and thin questions.

• Thick: big picture, larger concepts; involved, complex, open-ended; higher order answers; Why? What if?

• Thin: specific words, context; literal answers; What? How far? When?

2. Write questions on master or use big and small post-it notes.

3. Share questions and answers in small groups.

1. After reading the text, students list 3 new facts they learned in their reading.

2. Next, they list 2 strategies they used—or could have used—while reading.

3. Finally, the students write 1 question they still have after reading.

4. Students share their lists with classmates.

ADDENDUM—

Engaging Students for Enhanced Reading Comprehension

Compiled by Dr. BJ Wiemer ACSI 2016 Professional Development Forum (O’Fallon, MO)

Save the Last Word for Me (To make connections, evaluate)

Summary Cubes (To summarize, restate key points)

More Ways to Summarize Text

Dramatizing a favorite part. Do a quick-sketch of a scene. Create hand motions for key events. Bullet point key facts.

1. Have students read a selected text. 2. After reading, complete an index card

with the information shown on the cards to the left.

3. Be sure to have students record the paragraph or page number where the information is located.

4. Their reaction to what they wrote on the first side is written on the back side of the card.

5. Have students get into small groups. 6. A student reads what has been written

on side 1 of his card. Each student in the group responds to what the child has shared. The student who wrote the card gets the last word by sharing what he has written on side 2 of his card.

7. Repeat the process until everyone in the group has shared.

McLaughlin & Allen (2009). Guided Comprehension in Grades 3-8. International Reading Association.

1. Have students read assigned text.

2. Provide each student a master cube with assigned points, topics, details for each side.

3. Encourage detail and depth. 4. Allow students to color and

decorate their cubes. 5. When completed, have students

share their cubes with one another.

More Ways to Summarize

ADDENDUM—

Engaging Students for Enhanced Reading Comprehension

Compiled by Dr. BJ Wiemer ACSI 2016 Professional Development Forum (O’Fallon, MO)

Minute Papers

1. Have students read assigned selection. 2. Pass out half slips of paper. 3. Ask students to respond to 3 questions:

What are the most significant points?

What are your answered questions?

What are your ah-ha’s? 4. Students pass in their responses. 5. Teacher reviews responses and uses them to

design future instruction to affirm correct points, reteach misconceived points, and to address unanswered questions.

Graphic/Visual Organizers

Venn Diagram Fishbone (main idea/details) Sequencing Fact and Opinion Problem-solution Compare-contrast