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Reading Strategies for Secondary Teachers ED346 Professor Gretchen Norland

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Reading Strategies for Secondary Teachers. ED346 Professor Gretchen Norland. Welcome and Introductions. Around the room posters (* ? ! ) (whole-class surveys / pre-tests) Syllabus goals and textbook. Overall 3 week Schedule. January 6 – In-class session - PowerPoint PPT Presentation

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Page 1: Reading Strategies for Secondary Teachers

Reading Strategies for Secondary Teachers

ED346Professor Gretchen Norland

Page 2: Reading Strategies for Secondary Teachers

Welcome and Introductions

OAround the room posters (* ? ! )

(whole-class surveys / pre-tests)

OSyllabus goals and textbook

Page 3: Reading Strategies for Secondary Teachers

Overall 3 week ScheduleO January 6 – In-class sessionO January 7- 8 Reading Buddies (middle

school)O January 9 – In-class session

O January 13 – in-class sessionO January 14-15 Reading Buddies (middle

school)O January 16 (no class) On-your-own assignments

O January 20 - in-class sessionO January 21 – Last Reading Buddies sessionO January 22 – in-class sessionO January 23 - Final

Page 4: Reading Strategies for Secondary Teachers

A. Demonstrate “before, during and after“ reading strategies, which help readers think about purpose, make

personal connections, and interact with the vocabulary and text to construct

meaning.

OREAD THE ENTIRE TEXTBOOKOTake strategic notes on each

chapter ODemonstrate strategies on other

articlesOFINAL EXAM: Demonstrate your

knowledge of the strategies on a given article in class.

Page 5: Reading Strategies for Secondary Teachers

B. Reflect on how all teachers can be teachers of reading, and the opportunities

they can provide for secondary level students in various content areas to become more

successful in literacy.

C. Mentor and instruct 8th grade students in Reading Buddy

partnerships to gain greater insight on students’

knowledge of strategies and purposes for reading at the secondary level.

Page 6: Reading Strategies for Secondary Teachers

OKeep a “journal” of your reflections for 5 sessions of Reading Buddies interactions.

ODescribe each of the students you work with: their attitudes toward reading, and academic, social, personal characteristics.

ORecord observations of how the students interact with reading and their engagement with strategies from first to last session.

Page 7: Reading Strategies for Secondary Teachers

D. Design lesson plans with learning objectives that integrate reading strategies with other content areas, use technology, differentiated activities, various learning modalities, and

include assessments.

OPlan and create (on the Bethany lesson plan template) 2 lessons that integrate reading strategies with another content area.

OOne lesson plan you will actually implement and direct on the last Reading Buddy session.

Page 8: Reading Strategies for Secondary Teachers

“It is important that teachers understand reading comprehension strategies

themselves, and notice how they use them in their own reading before they can

successfully teach and model them to their students” (Keene & Zimmerman, 1997).

Think of one of your college textbooks that you have used reading strategies to understand. What does your method of taking notes look like?

Page 9: Reading Strategies for Secondary Teachers

WRITTEN RESPONSES

O Highlighting phrases; circling, underlining words

O Making notes or symbols in the margins

O Using sticky notes to write questions and notes

O Using 2 and 3 column note forms

O Writing and responding in notebooks or on paper

Page 10: Reading Strategies for Secondary Teachers

Good readers make a Plan:

•Reading is an ACTIVE process.

•Good readers do more than just ‘read’ words

quietly; they are writing, thinking about, and

asking questions.

•Good readers are PROACTIVE and use

strategies BEFORE, DURING AND AFTER

they read.

Page 11: Reading Strategies for Secondary Teachers

Reading Chapter 1(pages 1-12)

OFor the next 20 minutes, read Chapter 1, and take notes on the text however you choose.

O If you want, continue using symbols in the margins like you did on the poster : * ? !

Underline/circle words, highlight, or use sticky notes.

BE ABLE TO DISCUSS WHAT A “STRATEGY” IS, AND WHAT YOU FOUND TO BE IMPORTANT POINTS.

Page 12: Reading Strategies for Secondary Teachers

1:50

DISCUSSION !

* ? !

Page 13: Reading Strategies for Secondary Teachers

ORAL RESPONSES

O Whole class discussions

O Small group discussions

O Pair shares (side-to-side backwards)

O Compass groups (4-way shares: N-E-S-W)

O Same book-genre-author-topic groups

O Different texts groups

O Study/Note-taking groups

Page 14: Reading Strategies for Secondary Teachers

STRATEGY

OWhat is your definition of READING STRATEGY?

Textbook definition on the last paragraph on

page 5.

Page 15: Reading Strategies for Secondary Teachers

“A strategy is a decision. A

technique is something you practice, hone, and adapt throughout your

life” (Boyles, 2004)

Page 16: Reading Strategies for Secondary Teachers

What do we know about reading at different levels?OElementary school: the primary

focus is on decoding words and reading with fluency

OIntermediate levels: focus on greater meaning and ideas in literature and nonfiction, plus more difficult and larger amounts of texts and books;

Page 17: Reading Strategies for Secondary Teachers

Reading is ThinkingODecoding words is important, but it is only

one part of the process of comprehension

OSecondary Readers must construct meaning by “deliberate, thoughtful cognition.”

O“They must understand concepts…determine what is important, and connect their knowledge and experience to what they read.” ((Tovani, 2000, p.18)

Page 18: Reading Strategies for Secondary Teachers

AT THE SECONDARY LEVEL:O Readers need to be transformed by great

literature (Harwayne, 1992) as well as to be given opportunities to explore their passions, interests, and questions to bring the world into focus (Harvey, 1998).

O What were some “great literature” titles you read in high school or even in college?

O Did you find a purpose for reading them?O Did you enjoy reading them, or were they

a challenge?

Page 19: Reading Strategies for Secondary Teachers

•BOOKS YOU READ IN HIGH SCHOOL?(Last year’s Interterm class)

•Life of Pi•Of Mice and MenHuckleberry Finn•Frankenstein•The Odyssey•(Mythology)•Catch 22•Dante’s Inferno•Crucible•Beowolf

•(Shakespeare)•Romeo and Juliet•MacBeth•Hamlet•Night•Animal Farm•Sophie’s Choice•The Great Gatsby•Grapes of Wrath•The Scarlet Letter

Page 20: Reading Strategies for Secondary Teachers

•Tale of Two Cities•Anthem•Pedro Perome•Like Water for Chocolate•Beloved•The Contender•To Kill a Mockingbird•Lord of the Flies•Ivanhoe•Sula•Great Expectations

•Anne Frank•The Dreamgiver•Tangerine•Anna Karenina•Western Front•Catcher in the Rye•Fahrenheit 451•Brave New World•Call of the Wild•The Red Badge of Courage•A Separate Peace•Pride and Prejudice

Page 21: Reading Strategies for Secondary Teachers

•FAVORITE BOOKS OR AUTHORS NOW?

(Last year’s Interterm class)

OBleachersOCatcher in the

RyeOGoosebump

seriesOThe OutsidersOThe Lucky OneOHarry Potter

series

Nicholas SparksJane AustenJ.R.R. TolkienHunter S. ThompsonPhilipa GregoryNONE: 6

Page 22: Reading Strategies for Secondary Teachers

•FAVORITE GENRESOMystery,

suspenseOCrime and

MysteryOFantasyOSports, actionOHistoryOHistorical

FictionOScience Fiction

•Non-fiction•Romance•Classics•True life, serious•Sports articles•Thriller, Horror•Books on tape

Page 23: Reading Strategies for Secondary Teachers

Survey posters around the room

OHow does your attitude or how much you read impact your learning?

OWhat is your opinion on the attitudes of secondary level readers based on your own experiences in high school?

Page 24: Reading Strategies for Secondary Teachers

Assumptions secondary teachers may make:

OTeachers assume students ‘know how to read’ and can read faster than they did in elementary school.

OThey assume students can read and understand increasingly difficult material like nonfiction with topics and words that they are unfamiliar with.

(Tovani, p.20)

Page 25: Reading Strategies for Secondary Teachers

Assumptions secondary teachers may make:

OTeachers assume that students connect information they learn in one class to information they learn in another class.

OTeachers assume students already see the connection between ideas because it seems obvious to the teacher.

(Tovani, p.63, 66)

Page 26: Reading Strategies for Secondary Teachers

Assumptions secondary teachers may make:

OTeachers assume students already know a lot about topics of study.

-OR-OTeachers assume students know little

to nothing about the topic. (They have not taken the time to find out about the students’ background knowledge or experiences.)

Page 27: Reading Strategies for Secondary Teachers

The truth about many secondary readers…

OMany secondary students are “resistive readers” , “fake readers” or just “word callers.”

“My child is a good reader. He just has trouble with comprehending.”

(Tovani, 2000)

Page 28: Reading Strategies for Secondary Teachers

The truth about many secondary readers…

O Students don’t want to take the time to use strategies like beforehand planning or making predictions; stopping to take notes, thinking about or asking questions.

O They aren’t concerned about ‘understanding the material’ but just want to finish the assignment quickly and earn the grade.

Page 29: Reading Strategies for Secondary Teachers

O “Many secondary readers complain that they don’t know anything about the topics they read in science and social studies. They have difficulty relating to the information…they become bored and lose their attention…they aren’t making connections.”

(Tovani, p.68)

Page 30: Reading Strategies for Secondary Teachers

HAVING A PURPOSEA reader’s purpose affects everything about reading….When students read a topic they don’t care about or can’t relate to, they don’t have a reason for reading.“Most students don’t think about setting their own purpose.”(Tovani, p.24)

Page 31: Reading Strategies for Secondary Teachers

Your Purpose:IDENTIFY THE PURPOSE of why you are reading a particular text.•A favorite book because it peaks your interest?•You want to put something together or operate something. (Making a recipe; Using new technology or equipment….)•You need to find a solution to a real-life problem•It is a required text for school and you must do it because it is important to your grade.

Page 32: Reading Strategies for Secondary Teachers

Purpose is EverythingO Students who don’t have a purpose or don’t know

why they are reading, usually lose interest in what they are reading and do not gain any information or understanding.

O It is important to think about the Author’s purpose and to even question it.

O “Students need to be taught why it is important to have purpose and how to establish one.”

(Tovani, 2000, p.20, 25)

Page 33: Reading Strategies for Secondary Teachers

“Tell me and I’ll forget.

Show me and I may remember.

Involve me and I’ll understand.”

Page 34: Reading Strategies for Secondary Teachers

READING SURVEYWhat is the best book you have ever read?

Name other books you have liked or favorite authors:

How would you describe your interest in reading or your ability to read?

What other types of things do you read (newspapers, magazines, etc.)?

What topics excite you?

If you don’t like to read, or sometimes you struggle with understanding what you read, what do you do?

Page 35: Reading Strategies for Secondary Teachers

8th grade survey cont’d

O Tell about any BEFORE, DURING, and AFTER reading STRATEGIES that you use to help you understand what you read better?

O Complete this sentence with your own thoughts: In reading class, I wish that :_________________________________

Page 36: Reading Strategies for Secondary Teachers

(INTEREST SURVEY) ABOUT YOUPlease tell some things about yourself: (your age, birthday, favorite subjects, things you are good at doing?): What are some things you are interested in? (sports, hobbies, clubs, teams, music, art, entertainment, future goals-dreams?):SURVEYS and PRETESTS are INFORMAL ASSESSMENTS

•They give the teacher some good information about students, their knowledge, and also their attitudes.

Page 37: Reading Strategies for Secondary Teachers

Choose 8th grade buddies

PERIOD 6 = 28 STUDENTS (1:05-1:53)(You will be working with a pair of students who have been assigned together).

PERIOD 7 = 16 STUDENTS (1:56-2:44)(You will be evenly matched one–to- one with the 16 students in this class).

Page 38: Reading Strategies for Secondary Teachers

So, how do teachers begin to help students find

a purpose for reading and consider their

diverse needs?

Page 39: Reading Strategies for Secondary Teachers

OOne of the best ways to help readers interact with the text (and have a purpose to read it) is to show them they have something in common with it.

(Tovani, p.68)

Page 40: Reading Strategies for Secondary Teachers

CONNECTING TO BK

OBACKGROUND KNOWLEDGE

OPRIOR EXPERIENCE and memories

OSCHEMA

OFACTS & INFORMATION students already know.

TEACHERS MUST THE TAKE THE TIME TO ASSESS BACKGROUND KNOWLEDGE FIRST !

Page 41: Reading Strategies for Secondary Teachers

ASSESSING BACKGROUND KNOWLEDGE

OInformal observations or surveys

OPre-tests of knowledge and attitudes

OBrainstorm as a class

OMake a list: “Everything I know about ?

Page 42: Reading Strategies for Secondary Teachers

O“Marking text is an access tool that forces readers to make connections when they read.”

O It is also important for the teacher to model how to mark text by “thinking aloud” and show how personal connections can be relevant.

(Tovani, p. 68) *LOOK ON PAGES 68-69, BK

Page 43: Reading Strategies for Secondary Teachers

CONNECTING TO BK

O“This reminds me of…” helps the reader find something in common with the text.

(Tovani, p.17)

Page 44: Reading Strategies for Secondary Teachers

Our textbook stresses that students need to

“think about what they know about a topic

before they begin reading.”

And they should make these “BK

connections” before they read, during, and

after they read.

(Tovani, p. 77)

Page 45: Reading Strategies for Secondary Teachers

TEXT – TO – READER CONNECTIONS

1.TEXT-TO-SELF2.TEXT-TO-TEXT3.TEXT-TO-WORLD

(Tovani, p.69)

Page 46: Reading Strategies for Secondary Teachers

TEXT – TO – READER CONNECTIONS

1. TEXT-TO-SELF: connections readers make between the text and their past experiences or memories (This reminds me of.. I wonder…)

2. TEXT-TO-TEXT:

3. TEXT-TO-WORLD: 4. (Tovani, p.69)

Page 47: Reading Strategies for Secondary Teachers

Session 1 : Reading Buddies

“Mom, I Can Do This” by: Rick Reilly (non-fiction)

1.) Teacher models by “thinking aloud” how to relate to Background Knowledge and mark text.

2.) Student will mark on the text with highlighters and use BK for Background Knowledge in the margins.

3.) Student will also underline and star what he believes to be the Author’s claims or Purpose.

Page 48: Reading Strategies for Secondary Teachers

The objectives:“Mom, I Can Do This”

OTo Make Connections with BK Background Knowledge: (“This reminds me of….)

OTo identify the Author’s Purpose

Page 49: Reading Strategies for Secondary Teachers

1. BEFOREO 1. Look at the title of the story and

make a PREDICTION of what it means or is going to be about.

O 2. Discuss the prediction orally, then student writes down the prediction BY THE TITLE.

O 3.Preview the article length, style, structure, pictures, etc. to prepare the student.

Page 50: Reading Strategies for Secondary Teachers

2. BEFORE: List Everything you Know about….

O 1. Tell the student (if they haven’t already guessed it) that this story has to do with disabilities of being blind and deaf.

O 2. Together, list (or talk about) all the things the student knows or has had experiences with Blind and Deaf people.

O **** VERY IMPORTANT: Drawing on BK.

Page 51: Reading Strategies for Secondary Teachers

3. Make a Plan / DURING

O 1. For our first session, let’s read this together, taking turns.

O 2. I want you to mark and highlight on the text BK, whenever there are things that remind you of something you have experienced or already know.(Your background knowledge)

Page 52: Reading Strategies for Secondary Teachers

3. Make a Plan / DURING

O 3. Any time there is something you think is important about what the author is claiming, underline it or put a star * next to it.

O 4. If you are confused by something or a word you don’t understand, circle it or put a ? mark.

Page 53: Reading Strategies for Secondary Teachers

SUGGESTION:

WRITE ON AN INDEX CARD the coding marks you want your student(s) to make in their text.

Give this to the student for a guide (even though you are modeling this strategy for them along the way).

Page 54: Reading Strategies for Secondary Teachers

4. Author’s Purpose / DURING

O 1. Somewhere during the reading, ask the student if they have found the author’s claim or purpose*,the point the author is trying to make.

O 2. Compare what you both have for BK and allow the student to share and/or discuss points of confusion. ??

Page 55: Reading Strategies for Secondary Teachers

5. AFTER: Discuss and Share Thinking

O What was the author’s purpose or point? Do you agree? Was it realistic? (DO ORALLY)

O How do you feel about this story?O Summarize? Retell? (CAN BE DONE ORALLY)O Provide opportunities for readers to discuss

and clear up confusions and misconceptionsO Share your thinking!

Page 56: Reading Strategies for Secondary Teachers

5. AFTER: CLOSURE – What’s Next and Positive Notes

*TELL THE STUDENT THAT THE BK NOTES ARE ALSO CALLED TEXT-TO-SELF strategies.

•Tomorrow, we are going to read a little bit longer story that is similar to this one, but different.

•We will be doing what is called a TEXT-TO-TEXT strategy to compare these 2 stories.

•Thank you for your participation,…Good job!, etc.

Page 57: Reading Strategies for Secondary Teachers

OMEET AT THE MIDDLE SCHOOL by 1:00 in front by the office.

ODress appropriately & professionally.OBring highlighters and a copy of your

lesson plan directions and story. OBring your journal for observations.

TOMORROW: TUESDAY, JANUARY 7

Page 58: Reading Strategies for Secondary Teachers

Homework

ORead Chapters 1, 2, 3 and 6 before Wednesday.

OTake strategic notes in your textbook, or if you don’t want to write in it, use sticky notes or put your notes on other paper.

Page 59: Reading Strategies for Secondary Teachers

OGo over your directions and lesson plan for tomorrow with the “Mom, I Can Do This” story. BE READY TO TEACH!

O(You will receive Wednesday’s story with guiding directions after our first reading buddy session is over on Tuesday).

Page 60: Reading Strategies for Secondary Teachers
Page 61: Reading Strategies for Secondary Teachers

TEXT – TO – READER CONNECTIONS

1. TEXT-TO-SELF: connections readers make between the text and their past experiences or memories (This reminds me of.. I wonder…)

2. TEXT-TO-TEXT: connections made between the text the reader is reading and another text (compare and relate)

3. TEXT-TO-WORLD: connections readers make between the text and bigger issues, real events and the world (facts and information; background knowledge)

(Tovani, p.69)