Strategic Reading for Adolescents Putting All the Pieces Together Martha Lamb Catawba County Schools...
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![Page 1: Strategic Reading for Adolescents Putting All the Pieces Together Martha Lamb Catawba County Schools August 2009.](https://reader035.fdocuments.in/reader035/viewer/2022062511/55149511550346ea6e8b53c5/html5/thumbnails/1.jpg)
Strategic Reading for AdolescentsPutting All the Pieces Together
Martha Lamb
Catawba County Schools
August 2009
![Page 2: Strategic Reading for Adolescents Putting All the Pieces Together Martha Lamb Catawba County Schools August 2009.](https://reader035.fdocuments.in/reader035/viewer/2022062511/55149511550346ea6e8b53c5/html5/thumbnails/2.jpg)
Agenda
9:00 - Introductions & announcements9:15 – 10:30 - Objectives
What Is Reading?Most Important Sentence (strategy)Montebation of TraxaleneFactors Contributing To Poor Rdg. Ability
10:30 – 10:40 - Break10:40 – 12:00 - Reading Strategies12:00 – 1:00 - Lunch1:00 – 2:30 - Break2:40 – 4:00 - Reading Strategies
Culminating Activity
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Objectives
• You will understand and be able to describe the different subskills needed in order to read efficiently.
• You will be able to differentiate between reading instruction that takes place in the language arts class and reading support that is needed in content classes.
• You will understand why students need instructional support before, during, and after reading.
• You will know how to use activities to “scaffold” reading in your classroom so that your students will be more successful.
![Page 4: Strategic Reading for Adolescents Putting All the Pieces Together Martha Lamb Catawba County Schools August 2009.](https://reader035.fdocuments.in/reader035/viewer/2022062511/55149511550346ea6e8b53c5/html5/thumbnails/4.jpg)
What Is Reading?
Activity
• On a sentence strip, write a one-sentence answer to the question, “What is reading?”
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What subskills make up the act of reading?
• Word identification– Sound/symbol connections– “sight” words
• Making meaning of text– Knowledge of words and word parts– Sentence and paragraph comprehension– Interacting with the text
• Interpreting and analyzing text– Recognizing author’s purpose and point of view– Accepting or resisting author’s implied message
![Page 6: Strategic Reading for Adolescents Putting All the Pieces Together Martha Lamb Catawba County Schools August 2009.](https://reader035.fdocuments.in/reader035/viewer/2022062511/55149511550346ea6e8b53c5/html5/thumbnails/6.jpg)
Word Identification
Srprsngly, mst pple cn rd ths txt.
Most people learn to read by applying the rules of phonics and/or by memorizing word shapes, but with practice, the rules become internalized and one reads at the level of automaticity.
![Page 7: Strategic Reading for Adolescents Putting All the Pieces Together Martha Lamb Catawba County Schools August 2009.](https://reader035.fdocuments.in/reader035/viewer/2022062511/55149511550346ea6e8b53c5/html5/thumbnails/7.jpg)
Making Meaning of Text
Roadblocks:• Lack of word knowledge
– Unfamiliar words– Insufficient knowledge of word parts (prefixes,
suffixes, roots)– Words with multiple meanings
• Poor fluency• Failure to interact cognitively with the text• Resistance to reading (perpetuates cycle)• Reduced requirements/expectations by teachers
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Interacting With Text
• English/Language Arts teachers and reading specialists teach metacognitive strategies:– Monitoring for meaning– Using prior knowledge– Questioning– Determining importance– Inferring– Using mental images– Summarizing– Predicting
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Interacting With Text
• English/Language Arts teachers and all content area teachers use teaching strategies to support students in reading:– Before-reading strategies– During-reading strategies– After-reading strategies
• Why should content teachers use reading comprehension strategies?– Because comprehension strategies are thinking
strategies, and they result in better understanding and retention of course content
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Before-Reading Strategies
Good readers use before-reading strategies:• Preview text• Activate prior knowledge • Make predictions
Reading comprehension depends upon making connections with schema.
To ensure optimal comprehension, teachers must use
before-reading strategies
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Before-Reading Strategies
• Word Splash• Probable Passage (before- and after-reading)• Anticipation Guides (before- and after-reading)
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During-Reading Strategies
Good readers use during-reading strategies: • Monitor their comprehension• Make connections• Determine importance • Make predictions• Ask questions
To ensure optimal comprehension, teachers must use during-reading strategies
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During-Reading Strategies
• Reading Quads• Re-Reading• Predicting vs. Knowing (before, during, and after)
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After-Reading Strategies
Good readers use after-reading strategies: • Summarize• Reflect• Analyze• Evaluate
To ensure optimal comprehension, teachers must use after-reading strategies
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After-Reading Strategies
• Word Sort• Tea Party (before- and after-reading)• 3-2-1• Text Reformulation
![Page 16: Strategic Reading for Adolescents Putting All the Pieces Together Martha Lamb Catawba County Schools August 2009.](https://reader035.fdocuments.in/reader035/viewer/2022062511/55149511550346ea6e8b53c5/html5/thumbnails/16.jpg)
Culminating Activity
• Word Splash: working in groups of four, discuss words & write predictions
• Read selection using “Reading Quads”
• Reformulate text: – Comic book– Letter– Interview– Story– Newspaper article
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Useful Websites
• Greece School District in New York State has posted a number of reading strategies with details on how to use them on this site:
http://tinyurl.com/2uavq
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Revisiting The Objectives
• You will understand and be able to describe the different subskills needed in order to read efficiently.
• You will be able to differentiate between reading instruction that takes place in the language arts class and reading support that is needed in content classes.
• You will understand why students need instructional support before, during, and after reading.
• You will know how to use activities to “scaffold” reading in your classroom so that your students will be more successful.
![Page 19: Strategic Reading for Adolescents Putting All the Pieces Together Martha Lamb Catawba County Schools August 2009.](https://reader035.fdocuments.in/reader035/viewer/2022062511/55149511550346ea6e8b53c5/html5/thumbnails/19.jpg)
Ticket Out the Door
3-2-1 Summary
3 facts you want to remember about teaching to support reading
2 strategies you plan to use during the first month of school
1 question you still have about using reading strategies
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Concluding Thoughts
Contact me for further work with using reading strategies:828-455-2812 (mobile phone)
Don’t forget to evaluate this workshop on SchoolLink; evaluation should be available to you tomorrow
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Probable Passage
Arrange words into the following groups:
• Characters• Setting• Problems• Outcomes• Unknown Words
Next, write a “gist statement” and a list of things “to discover.”
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