Strategy Demonstration

Helen Sprague EDU 742

University of New England

An Introduction……

Click on the link below to hear a possible conversation between a teacher and a student that struggles with reading

http://www.xtranormal.com/watch/13672676/reading-signposts

An Interactive Poll

This poll has ten questions that students answer either by texting or by computer. It gives real time responses and the students love using their cell phones in class. I’ve included a screen shot of the ten questions and an example of how one question looks with results.

In class I sign into my account and project the poll on the screen.

“Low hanging branches" and "bumps in the road"

The Common Core has students reading 70% non-fiction in their high school years. Aside from textbook reading, I want my students to read articles that connect what we do in class with how it affects or influences their lives.

Low hanging branches and bumps in the road refers to slowing the student down and giving them focus points to interact with the text.

The Article

The Effect of High-Fructose Corn Syrup on Metabolism

Jan 16, 2011 | By Angela Ogunjimi

Livestrong.comthe official partner of the Lance Armstrong foundation

Read more: http://www.livestrong.com/article/357928-the-effect-of-high-fructose-corn-syrup-on-metabolism/#ixzz25yA5xmE2

The Reading Process

Before reading

• Graphic organizer and class discussion to activate prior knowledge

During reading

• Annotation using the 6 signposts for non-fiction

After reading

• Sticky note gallery of signposts

• Look at the food they eat and make a list that have HFCS

Before Reading

Choose an article that students have some knowledge about and that they will find interesting.

The first article I chose was about high fructose corn syrup. The students have some background knowledge on biomolecules from last year. I used the next slide to activate prior knowledge

During Reading

Good readers naturally interact with the text and have a varied bag of strategies that they employ as they read. They change and adapt their approach based on the texts they encounter.

Struggling students are often unaware of these strategies and often have not been instructed what to do beyond decoding the words.

Annotation – during reading

Give students a hand out on annotating with the big ideas..

• It’s not just about highlighting!

• Look for the signpost – keep them handy – MAKE A STICKY NOTE

• Underline big ideas and note them in the margin

• Circle words you don’t know

• Use symbols

• Make lists

• Devise and strategize in your own style

Six Signposts For Reading Non-Fiction

The following six signposts are “low hanging branches and bumps in the road” designed to slow the reader down and give them specific areas to focus on and interact with the text.

Signposts

1. Contrast and Contradictions

2. Words to the Wiser

3. Aha Moment

4. Again and Again

5. Memory Moment

6. Tough Questions

The Signposts Explained 1& 2

Contrast and Contradictions

When something contradicts what you think you already know or expect or seems contrary to what you know about the world, TAKE NOTE!

Words to the Wiser

How might YOU be affected by what you have read? What impact could it have on your life or the people you know?

Signposts 3 & 4

Aha Moment

When the BIG idea "clicks into place." The fact(s) or idea(s) that enable you to make sense of the BIG idea.

Again and Again

When a word, phrase, or idea is repeated throughout the piece--TAKE NOTE! How or why is it important to the main idea or supporting details of the text?

Signposts 5 & 6

Memory Moment

When something you read triggers a memory--enables you to make a connection between the text and YOUR life, your experiences, TAKE NOTE!

Tough Questions

Ask YOURSELF the tough questions--Can I paraphrase what I have learned from this text?

In Practice

Read the first paragraph and stop – either out loud or silently depending on group.

Model your signposts for that first paragraph.

Read the second Paragraph and ask for student signposts.

Have students finish reading the article.

After Reading

Make six easel paper signpost pages and place them around the room…or in the hall.

Ask students to make a sticky note for each signpost they found.

Have students place their sticky notes on the appropriate signpost.

Go through each signpost and summarize the notes as a class activity.

Closing Activity

Ask students to read the labels on the food at home or in the grocery store.

How many food products do they consume that contain HFCS?

Did they notice any labels that say “HFCS free”?

Has this article had any affect on how they will choose products in the future?

Would they like to know more?