Welcome!

Freshman Reading SurveyMs. Sara Teplinsky

Contact Information

steplinsky@dist113.org

(224)632-3145

Website:http://dhs.dist113.org/Faculty/TeplinskyS/Pages/default.aspx

Who is Ms. Teplinsky?

BGHS, Class of ‘98 B.A. English and Secondary Education, Indiana University M.Ed. Administration and Supervisionfrom National-Louis UniversityReading Specialist from National Louis University Doctoral candidate: Reading and Language from National Louis University

CORE LEARNING TARGETS

• I can use active reading strategies to help deepen my understanding of text

• I can set learning goals and work with my teacher on the progress toward these goals

• I can apply annotating strategies to multiple text structures

• I can identify and adapt reading strategies to match different types of writing

• I apply the strategies learned in reading to my assigned reading for my other classes

CORE LEARNING TARGETS

• I can understand author’s stylistic choices and how these choices contribute to the overall meaning of the text

• I can identify the text I am reading and choose strategies that work

• I can scan a text to locate specific details• I can paraphrase what I read• I can identify author’s reasons for including specific

information in the text• I can identify key passages in a text

Reading SelectionsThe Body Of Christopher Creed by Carol Plum-UcciAfter Long Silence by Helen FremontMy Thirteenth Winter by Samantha AbeelRomeo and Juliet by William Shakespeare The Freedom Writers Diary by Erin GruwellThe Fault in Our Stars by John Green Independent Reading- Student Choice: CHECK OUT OUR FREE READING BOARD!...and many other selections including essays, short stories, poems, informational text

Classroom CultureRESPECT. When we all respect each other, our class

becomes a community of learners. We listen to each other, accept other ideas and work with them, and treat

classmates, teachers, and surroundings well.COMMUNICATION. The best way to ensure success in this class is to maintain constant communication with

classmates and myself. Don’t hesitate to contact me or other classmates with questions and concerns.

EFFORT. I expect you to work hard in this class. Use your time efficiently, be productive and stay focused.

This goes for time in and out of class. Success means doing your best. Success is not reflective

in just a letter grade!

Creating a Reading Climate at Home for High School Aged Students

• “Parent involvement contributes to older students’ academic outcomes, attitudes towards school and aspirations about schooling. Middle and high school students whose parents participate in their education tend to be more academically successful than their peers whose families are not involved”

• -Ho Sui-Chu & Willms, 1996

Creating a Reading Climate at Home

• Let adolescents see you and other adults reading for enjoyment

• Subscribe to a magazine for your teen• Share newspaper stories with your teen and

discuss them during dinner or other times• Choose a book as a gift for your teen (e.g.,

think about the teen’s interests such as music, celebrities, sports, humor, fashion, technology, etc..)

Creating a Reading Climate at Home

• Take your teen to the bookstore and encourage him or her to choose interesting reading materials.

• Encourage the many types of reading your teen does (school assignments, Internet sites, how-to instructions, e-mail, IM, magazines, etc..)

• Encourage your teen to read to younger brothers, sisters, or other children.

• Help your teen choose reading materials about the future (colleges, careers, current issues)

• Avoid arguing with your teen about reading! Keep a positive attitude about reading to help your teen see how important and enjoyable reading can be.

Annotating Text BookmarkAnnotating Text

BEFORE READING Examine the front and back covers (books) Read the title / any subtitles Examine the illustrations Examine the print (bold, italics, etc.) Examine the way the text is set up (book, short story,

diary, dialogue, article, etc.)As you examine and read these, write questions, and make predictions and/or connections near these parts of the text. DURING READINGMark in the text:

Characters (who) When (setting) Where (setting) Vocabulary ~~~~~ _______ Important information Write in the margins: Summarize Make Predictions Formulate Opinions Make Connections Ask Questions Analyze the Author’s Craft Write Reflections / Reactions / Comments Look for Patterns / Repetitions AFTER READING Reread annotations – draw conclusions Reread introduction and conclusion – try to figure

out something new Examine patterns / repetitions – determine possible

meanings Determine what the title might mean Use the “After Reading” strategies to write a notebook entry (reader response).

Exploring the Deeper Meaning of TextThrough Written Responses: A Color Coding

KeyTARGETS: • I SUMMARIZE in my written responses: YELLOW • I FORM OPINIONS in my written responses: GREEN • I MAKE CONNECTIONS in my written responses: RED • I ASK QUESTIONS in my written responses: BLUE

• I ANALYZE AUTHOR’S CRAFT in my written responses: PINK • I MAKE PREDICTIONS in my written responses: ORANGE • I REFLECT OR DRAW CONCLUSIONS in my written responses: PURPLE • I INTEGRATE TEXTUAL EVIDENCE in my written responses: GREY

CHECK OUT…

• Free Reading Chart• Student Binders containing all of the work we

have done thus far• My bookshelf- HELP YOURSELF!• Most Importantly my webpage. I have

included the class syllabus, which explains all of my classroom policies and procedures.

Thank you for coming!

Please feel free to contact me if you

have any questions or concerns