chapter 10 - 12 unlocking the full meaning of texts

Chapter 10 - 12UNLOCKING the full meaning of texts.

pg. 266 paraphrasing Mark Twain,

" ...the student who does not read words correctly has little advantage over the student who cannot read them correctly."

I am a reading teacher. I am a content area teacher.

What general techniques will help my students?

THE BASICS:

ex. LMS word - archbishop

ex. Re-read a sentence with voice

·Fluency- yes it's the rate but especially the skill to group words together to reflect MEANING & TONE

·Decoding -deciphering text to identify the SPOKEN word it represents

Decode this word

ghoti

Phonics rules may not apply!

What general techniques will help my students?

THE BASICS CONT.:

·Comprehension - students need decoding, fluency , & vocabulary to

distinguish between important & trivial details.

·Vocabulary - word base (pg. 271), " research suggests a 10,000 word gap exists between students of privilege and students from less advantaged backgrounds by 10th grade."

Reading = Investment

How do I get "The biggest bang for my buck?"

Transaction cost (hurdle rate) must cost me as little as possible when my currency is time and student attention.

=time &student attention

Where do I start?

With DEAR?

SSR?

SURF?

DIRT?direct instructional reading time

drop everything and read

silent sustained reading

silent uninterrupted reading for fun

Whatever you call it, how do we ensure there is accountability?

What techniques can we emphasize for fluent(non-robotic) reading?

How can I make certain my instruction becomes

highly leveraged?

Accountability: focus their reading with a question they respond to at the end of reading. (Nothing general that anyone could answer).

A F L

ACCOUNTABILITY

Back toAFL

Fluency: re-read parts of troubling sentences, model expression, shorten the reading duration, & use drama (for voice & inflection)

A F L

FLUENCY

Back toAFL

Clip #23 & 24

Random readers: students stay on track

A F L : LEVERAGE

Back toAFL

Durations: unpredictable ; struggling readers don't get the same quantity to read

Bridging: short teacher read alouds, placeholders for discourse

Oral Cloze: Let student end the sentence you begin about the reading (good as recap or summary)

Placeholder: hold your place & track me

Control the Game

CLIP # 22

Decoding- student comprehension builds with cohesive understanding rather than echo-correction (spelling rules, punch the error, mark the spot)

Fluency- read aloud, read with expression, students read with expression, check punctuation, re-read

Vocabulary - teach the words and use them, do not substitute for simpler words or synonyms-- the specific words used create meaning in texts.

Comprehension Made Easy (Accessible)

With those around you discuss how you check for COMPREHENSION:

Before?

During?

After?

Before

During

After

Things to check for COMPREHENSION

·Colloquial expressions or syntax·Level your Bloom's Taxonomy questions between the low & high order questions

·Perhaps provide students with a "Big Picture" (read aloud, exemplars, animoto, Prezi, youtube....)

·Front load words or concepts·Do a pre-reading summary

·Front load a question students will find the answer to in the passage

·Take frequent breaks to recognize the gaps in understandings (and Q & A)

Do a B - D - A (before - during -after)

---B---

---D---

---A---·Summarize the text to reinforce testable ideas·Reinforce text to text connections or text to world (text to self is of lower comprehension value)

Teacher Strategies for Reading

Noticing - without a focal point students notice immaterial material

Connecting - again ; to what?

Picturing - read a section & create an image (not so different from the 4 Fold Vocabulary or Inspiration concept maps)

Wonder - Teaches models "musing" or "metacognition" aloud

Predicting - anchor your question to a specific focus

Figure Out & Infer - unpack a key phrase, define a word, underline a piece of evidence