Secondary School Reading
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Transcript of Secondary School Reading
Secondary School Reading
How reading expectations changein the secondary grades
Reading: The extraction of meaning from text
Revising How We Think of Reading
and Instruction
Not just
decoding th
e words
This Is Your Brain…on Reading!Outdated Paradigm:
Teacher assigns reading
Student expected to read for homework
Test (objective questions): Did you read?
not necessarily
This Is Your Brain…on Reading!
Assign
Read
Test
not necessarily
Advantages:1.Traditional, familiar2.High comfort level for teacher
This Is Your Brain…on Reading!
Assign
Read
Test
not necessarily
Result:Skilled readers?Unskilled readers?
Active Paradigm
Assign
Establish reader expectations and purpose; activate prior knowledge pre-view
Read
with a purpose; monitor understanding and repair lapses; visualize and connect
Model
Effective readerbehaviors
Create Meaning
Generate Q’sCreate a visualRecord responsesMark text…
Assess
For intended purpose
Result: Skill-based and content-based durable learning
1. Assign
3. Read
2.Model
4. Create Meaning
5. Assess
Advantage: Is an Investment
1. Assign
3. Read
2.Model
4. Create Meaning
5. Assess
•Student’s ability to learn more than I can talk-teach
Cornell Notes (aka: 3 column notes)
Learn to create meaning from text:
Formulate a questionthat you think the text answers:
Write phrases thathelp to answer the question.
Formulate sentences that answer the question.
Let t
ime
elap
se.
What there’s more of: What there’s less of:
Abstract words
Latinate words (prefix, stem, suffix)
Long and complex sentences
More independent, informational text expected
Pronoun-referent confusion
Tables, charts, maps, flow charts
Expectation of prior knowledge
Domain-specific reading instruction
Elements of Strategic Comprehension Instruction
Building Background Knowledge (Vocab)
Supervised Practice
Scaffolding(Providing Supports)
Application of theStrategies
Strategies
Think of reading as a process:
Before
During
After
Skimming Scanning Reading for full meaning
Getting a quick overview Searching for specific information
Reading for details and inferences; re-reading isexpected; consultation ofoutside sources may benecessary; text may havemultiple interpretations
Consider the reading expectations your students. To what extent do they do these three kinds of reading?
For what purposes? How are they assessed? Do they understand the demands ofdifferent reading experiences? Do they need support? If so, where can they get it?
Studying
Rehearsal;memorization
Strategies
Think of reading as a process:
Before:
Preview: Establish expectations Meet new words Extract main ideas
Strategies
Think of reading as a process:
Before:
Activate Prior Knowledge:
•Knowledge through facts•Knowledge through experience•Knowledge through imagination
Strategies
Think of reading as a process:
Before:
Establish a purpose for reading:
What am I looking for?
Strategies
Think of reading as a process:
During:
Monitor for comprehension and adjust pace and focus
Reread unclear part Seek outside help Establish a better “base coat” of prior knowledge (scaffolding)
Strategies
Think of reading as a process:
During:
Make meaning happen:
Visualize Mark text
Sub-summarize Generate questions
What am I looking for?
The “processing voice” What do I already know about this?
Should I be skimming, scanning, reading, or studying this? Maybe it would help
to talk about this with a partner.
Strategies
Think of reading as a process:
During:
Make meaning happen:
Make connections: To other readings To self To world
Strategies
Think of reading as a process:
During:
Make meaning happen:
Find the pattern
The Importance of PatternsCommon Patterns in Text:• Narration and description
• Classification• Definition• Example • Cause and Effect
• Comparison and contrast
• Sequence; Process Analysis
Text Patternsdes
criptio
n
narr
ativ
eProcessanalysis
definition
classification
example
Cause & effect
comparison
&
contrast
This looks like a classification pattern.
This looks like a classification pattern.
There’s probably definition and example.
So I’ll make a chart.
Look for the cause & effect pattern in tonight’s reading
Supporting Reading in Sec. Classes
Encourage students to find patternsModel your thinking as a readerEstablish reading expectationsEncourage marking text Encourage “reading talk” (socialization)
Teach genre-specific features
In an editorial, you’ll find the main idea repeated in different words throughout the editorial.
The headings and sub-titleswill tell you the main ideasin the textbook. Read thesefirst, then go back and readthe text.
In the Constitution,the sentences are verylong. The Constitutionis a rule book. Figure outhow the language istelling you a rule.
Mini-Lessons to Improve Reading10-15 Minutes
Purpose: to integrate skills teaching with content teaching “Teaching kids how to be smart.”
Procedure: 1. Write the name of the mini-lesson on
the board 2. Inform the students of its purpose 3. Spend no more than 5 minutes explaining the concept 4. Give 5-10 minutes of reading practice
5. Re-state the purpose
Mini-Lessons
• “Window Shopping”• “Word Previews”• “What Am I Fishing For?”
Mini-Lesson #1 “Window Shopping”
BEFORE
Let’s just do somewindow shopping to getthe main ideas before westart to read.
We’ll take about 7minutes to page through thechapter. Look at the pictures, the headings, the graphics andother special visuals.
Now let’s just jot downa few ideas about whatwe expect to find in thischapter.
Mini-Lesson #2 “Word Previews”
BEFORE
Let’s see whatwe already know aboutthese new wordsin tonight’s reading.
Think about
phrases as well as single words.
Send up some words andphrases that you would liketo know more about: Maybe some language that you’veheard before--
Mini-Lesson #3 BEFORE“What Am I fishing for?”
Let’ read like we’re going on afishing expedition. What are we looking for? How will we know where to find the good stuff?
Let’s bait our hooks withquestions: What answers towhat questions are we tryingto catch here?
Mini-Lesson #4 “Think-Aloud”
Modeling whathappensDURINGreading
I don’t get thispart– I’ll go backa few sentences.
Maybe this means…
Oh, OK, thisis like…
What’s thisillustration about?
Mini-Lesson #5 “I Can Relate”
DURING
This is just likeVoldemort, whenhe…
This is like what Dick Cheneysaid to WolfeBlitzer whenWolfe asked himabout…
Remember when Dadhit the yellow jackets’ nest with the weed-whacker?
…to text
…to world
…to self
Mini-Lesson #5 Finding My Way Back
DURING
What do I already know that is like this?
Where does this fit into the “closet” of information in my own brain?
What does this remind me of?
When I lose comprehension, I say: How is this like me, my world, the larger world?
Mini-Lesson #6 Four Gears of Reading:
Skimming:
(First Gear)
Tomorrow we’ll bestarting the chapteron the Enlightenment
Mini-Lesson #6 Four Gears of Reading:
I’ll be asking you abouttwo famous philosophersof the period, Voltaire andRousseau. Scanning:
(Second Gear)
Mini-Lesson #6 Four Gears of Reading:
I’ll be collecting two pages ofnotes on this chapter.
Reading fulltext (third gear)
Mini-Lesson #6 Four Gears of Reading:
And the fullunit test will countas 30% of your secondquarter grade.
Studying (fourth gear)
Graphic Organizers
For Common Textual Patterns
What would be the best graphic organizer for today’s reading?
Description
Cause and EffectKey Words:
Because Therefore
Thus So
If…then
As a result..
Resulting in..
Affect(s)…Effect(s)…
Leads to…
Cause(s)…
Definitionis
(subject, expressed as a noun)
(Place the subject into a general category.)
THAT
Name the specific characteristics of the subject that distinguish it from othermembers of its category.
Example
}is an example of
.
(its features)
Comparison/Contrast
Classification
Process Analysis
Steps:
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
Often used in math, science, technology, foreign language
Building Background Knowledge
Four Indirect Ways to Build Background Knowledge
Multiple exposures to targeted information
Both linguistic and non-linguistic manipulation of information
Vocabulary development: explicit and implicit instruction
Virtual experiences
Vocabulary Instruction to Build Background Knowledge to Improve Reading Comprehension:
How can I provide multiple exposures to new words?
Vocab/BK I
How can I promote vocabulary learning through both verbal and non-verbal means?
How can I use both explicit and implicit instruction for academic vocabulary development?
How can I promote student use of new academic vocabulary in their speech during class?
Virtual Experiences That Build Background Knowledge
• Reading• Social interaction• Educational TV, movies• Websites
“Reading is not completely a how-to skill. It’s a knowledge-based skill.”
E. D. Hirsch
Strategies: Set a purpose Determine importance Monitor for comprehension Pre-read, re-read etc.
Background Knowledge, esp. Vocabulary
SSR (Sustained Silent Reading)
20 minute sessionsTwice- three times weeklyMore than one yearStudent choiceNo formal accountabilityWide choice of reading materials
Problem-solving Role Playing
Presentations Special Projects
Learning Through Social Communication
What opportunities do students have to use subject area language by speaking and listening to each other?
Vocab/BK II
Target Word:
Notional Set:(The Neighboorhood) Other words that go with this topic
Morphological Set: The other forms that this word can take by using suffixes and prefixesNoun: diversity; diversificationVerb: to diversify; divertAdj: diverse; divergentAdv: diversely ; divergently
Lexical Set: SynonymsvarietypanoplyRangeheterogeneity
Grammatical Set: The way in which this word is used in a sentence; the words that may surround it:
The diversity ofThe diversity in
Connotative SetPositive, Negative, or NeutralTechnical/Scholarly or Conversational/InformalMetaphorical or LiteralUsed euphemistically
Dimensions of Word Knowledge
…racism, prejudice, mixingvariety, affirmative actionethnic groups, sexual orientationdifferences
Etymological Set: Root; combining formsDi- two (divide, dissect, difference) diagonal, dyad)Vers: turn (reverse, universe, vertical, inverse, obverse, converse, versus)
diversity
Vocabulary Connections I
word
math/science meaning
conversational meaning:
Visual: math/science sentence:
conversational sentence:
Examples: function, property, reaction, origin,tangent, variable, solve, mean, graphic,base, extreme, factor,fact, imaginary, rational,Irrational, determinepower, prime, product, multiple, operation, radical, remainder,range, regular, proof,difference, cell, value,area, cube, root, plot,complementary, common,depression, digit, operation,frequency…
Vocabulary Connections I
word
Meaning (for this class)
conversational meaning:
Visual: Sentence (for this class)
conversational sentence:
Writing is not speech
Lacking care in presentation:
No margins;Illegible handwriting;No difference between a period and a comma;Capitalization rules not observed, inc.no obvious difference between lower case and capitals
Lacking detail at the sentence level:
Few modifiers:few pre and post noun adjective structures
few adverbial structures few prepositional phrases no use of verbals no use of appositives few introductory structures in sentences; lacking lead-in from one sentence to the next (lacking awareness of reader needs)
Lacking sentence integrity:
(Unintentional) fragments, run-ons, comma splicesNo complex sentences; few sophisticated or compound structuresLacking sense of subject-verb agreement
Lacking sense of patterns in English language spelling: …ght …ea …ie/ei suffixes
The sentence-making kit
Fold over index card:It is true that….
in, on, at, for, with (useful prepositions)Inside:
Coordinating conjunctions: and, but, so Common subordinating conjunctions: aaawwubbis: after, as, although, while,
when, until, before, because, if, since