reading strategies for secondary teachers
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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 PresentationTRANSCRIPT
Reading Strategies for Secondary Teachers
ED346Professor Gretchen Norland
Welcome and Introductions
OAround the room posters (* ? ! )
(whole-class surveys / pre-tests)
OSyllabus goals and textbook
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
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.
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.
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.
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.
“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?
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
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.
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.
1:50
DISCUSSION !
* ? !
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
STRATEGY
OWhat is your definition of READING STRATEGY?
Textbook definition on the last paragraph on
page 5.
“A strategy is a decision. A
technique is something you practice, hone, and adapt throughout your
life” (Boyles, 2004)
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;
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)
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?
•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
•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
•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
•FAVORITE GENRESOMystery,
suspenseOCrime and
MysteryOFantasyOSports, actionOHistoryOHistorical
FictionOScience Fiction
•Non-fiction•Romance•Classics•True life, serious•Sports articles•Thriller, Horror•Books on tape
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?
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)
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)
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.)
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)
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.
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)
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)
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.
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)
“Tell me and I’ll forget.
Show me and I may remember.
Involve me and I’ll understand.”
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?
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 :_________________________________
(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.
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).
So, how do teachers begin to help students find
a purpose for reading and consider their
diverse needs?
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)
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 !
ASSESSING BACKGROUND KNOWLEDGE
OInformal observations or surveys
OPre-tests of knowledge and attitudes
OBrainstorm as a class
OMake a list: “Everything I know about ?
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
CONNECTING TO BK
O“This reminds me of…” helps the reader find something in common with the text.
(Tovani, p.17)
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)
TEXT – TO – READER CONNECTIONS
1.TEXT-TO-SELF2.TEXT-TO-TEXT3.TEXT-TO-WORLD
(Tovani, p.69)
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)
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.
The objectives:“Mom, I Can Do This”
OTo Make Connections with BK Background Knowledge: (“This reminds me of….)
OTo identify the Author’s Purpose
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.
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.
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)
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.
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).
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. ??
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!
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.
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
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.
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).
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)