Understanding Understanding ReadingReading

What is What is reading…?reading…?

Think about this for a few Think about this for a few seconds.seconds.

Share your definition with a partner.

Share your definition with your group.

You have just modeled a new You have just modeled a new literacy strategyliteracy strategy

ThinkThink

PairPair

ShareShare

Reading is a process of Reading is a process of constructing meaning constructing meaning

through interaction between through interaction between the mind of the reader and the mind of the reader and

the text. the text.

Outcomes Framework to Inform Professional Development for Teachers - July Outcomes Framework to Inform Professional Development for Teachers - July 20002000

What do we mean by constructing

meaning as we read?

Look at the following slides and decide

how you make sense of them.

1st row1st row: K2.Sl1P. *K2. Sl1P. repeat from * : K2.Sl1P. *K2. Sl1P. repeat from * to last st.K1to last st.K12nd row2nd row: K1. P1. *K2. P1. Repeat from * : K1. P1. *K2. P1. Repeat from * to last 2 sts. K2.to last 2 sts. K2.Repeat last 2 rows once more.Repeat last 2 rows once more.5th row: 5th row: K5 (2-5) Sl1P. *K5. Sl1P. Repeat K5 (2-5) Sl1P. *K5. Sl1P. Repeat from * to last st. K1.from * to last st. K1.6th row: 6th row: K1. P1. *K5. P1. Repeat from * K1. P1. *K5. P1. Repeat from * to last 5 (2-5) sts. K5 (2-5)to last 5 (2-5) sts. K5 (2-5)

……------……

QRT QRT TTFNTTFN

SCUBASCUBA*giggles**giggles*IL B L8IL B L8

dling an epdling an ep

SOSSOSQuick Reaction TeamQuick Reaction Team

Ta Ta For NowTa Ta For NowSelf-contained Underwater Breathing Self-contained Underwater Breathing

ApparatusApparatusLaughingLaughing

I’ll Be LateI’ll Be LateDownloading an Episode Downloading an Episode

HappyHappy

How did you How did you ‘construct ‘construct

meaning’ ?meaning’ ?

Meaning is constructed from Meaning is constructed from sets of knowledgesets of knowledge

Life Experiences

World Knowledge

Literary Background

Meaning

Cueing systemsCueing systems

Visual

Meaning StructureReading

Read this…Read this…Expresso an sentence Expresso an sentence

straighten will out straighten will out thisthis

d lingo born of DIS "gnr8n d lingo born of DIS "gnr8n txt" iz wot spawned transl8it, txt" iz wot spawned transl8it,

a Web engN dat transl8z a Web engN dat transl8z "emoticons" lIk :-) & othR "emoticons" lIk :-) & othR text-messaging slang in2 text-messaging slang in2 proper eng. it CN also tak proper eng. it CN also tak normal eng wrds & transl8 normal eng wrds & transl8

dem in2 text-messaging lingo dem in2 text-messaging lingo lIk CU L8r 2nite @ *$’s k lIk CU L8r 2nite @ *$’s k

The language born of this ‘Generation The language born of this ‘Generation Text’ is what spawned ‘Translate It,’ a Text’ is what spawned ‘Translate It,’ a web engine that translates emoticons web engine that translates emoticons like happy faces and other text like happy faces and other text messaging slang into proper English. It messaging slang into proper English. It can also take normal English words and can also take normal English words and translate them into text messaging translate them into text messaging language like ‘See you later at language like ‘See you later at Starbucks.’Starbucks.’

Reading is only incidentally Reading is only incidentally visual. It must begin with visual. It must begin with predicting and other “in-predicting and other “in-

head” activities.head” activities.

-Frank Smith-Frank Smith

Fiction & Non-fiction

We need to be able to read a range of texts.

Text includes a wide range of things you read or interpret (magazines, comics, dance, photos, ads, poems, novels, short stories, SMS messages, etc…)

•Share out loud what have you read in the past 24 hours?

•Is it mostly fiction or non-fiction.

•What was the most common in this group?

•Students need to learn strategies to be able to construct meaning from the various texts they are faced with.

Take a look at the following sample taken from a textbook:

•What are some of the features students need to be aware of?

What supports and challenges are there?

We need to think about We need to think about our range of readersour range of readers

What can they already do with What can they already do with various texts?various texts?What do they need to learn?What do they need to learn?How can we help them?How can we help them?

The Struggling Reader in The Struggling Reader in the Junior High Contextthe Junior High Context

What do you see when your What do you see when your students “struggle” with students “struggle” with reading?reading?

Given what we know about Given what we know about struggling readers, what do struggling readers, what do

they need?they need? Books they can read (90% and above Books they can read (90% and above

in accuracy - 90 out of 100 words on in accuracy - 90 out of 100 words on a page)a page)

Three Levels of Text Difficulty

Easy text - 95 - 100% accuracy

Instructional text - 90 - 94% accuracy

Hard text - < 90% accuracy

• We need to help our students We need to help our students understand that “reading is understand that “reading is thinking.”thinking.”

• Students need to learn Students need to learn strategies to read a variety of strategies to read a variety of texts in all subject areastexts in all subject areas

Reading is strategic……..Reading is strategic……..

It’s not just “saying one It’s not just “saying one damn word after another!”damn word after another!”

Grade 1 student Grade 1 student

Any questions or concerns?Any questions or concerns?

(End Part 2)(End Part 2)