by: connie wade danville public schools danville, va
TRANSCRIPT
A GPS to
Reading Success
By: Connie WadeDanville Public Schools Danville, VA
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Elementary Nonfiction Reading
• Nonfiction comprises at least half of what students read
• Content area lessons should reflect integrated English SOL within planning and instruction OR English lessons should integrate other content area information
Key Points in Reading
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Elementary Nonfiction ReadingKey Points in Reading
• Comprehension skills and strategies are woven throughout
• As students become independent readers, they need to be instructed in reading texts that are considerably longer and more complex in plot, syntax, and structure.
You should know where you want to go, but you may not know exactly how to get there.
Using a GPS -
A GPS system asks for your destination first – ◦ ‘Begin with the end in mind!’
Know Your Destination before Beginning Your Trip
A GPS takes you from a specific starting point and gives you turn-by-turn directions to your destination.
Following these suggested directions will guide your students to meet instructional goals.
Following Directions -
You know your students!
Strategies applied to textmapping can help you determine the direction as well as the speed of your instruction.
You are the driver!
Reading in the 21st Century!We have to compete against 21st Century technology.
“It’s not worth the effort!”
◦ If you don’t know the answer to a question, just go to the internet to get the answer!
◦ The 21st Century student is so accustomed to having an instant answer to a question, that making the mental effort to understand what they read is not on their priority list.
A specific set of reading strategies matched to a specific graphic organizer to get students to understand what they read.
Explicitly teaching your students to think about what they are reading.
This is a another tool for your tool box!
What is it? – A new twist on an old technique.
Reading Strategies Combined withTextmapping
Teachers monitor student progress in completion of the assignment.
Students concretely show their understanding of the text.
Students have a vested interest and take ownership of the work.
Students are strategic and actively involved in the reading process.
It covers the entire reading process but it teaches students how to break up the text so that they can read and understand text independently.
Gives the teacher a visual “snapshot” of student thinking.
Why? – The Benefits
Works well for students with a variety of learning styles such as:◦ Visual◦ Spatial◦ Kinesthetic◦ Tactile
Works well for students that are Exceptional Children. It helps with:◦ Visual tracking◦ Sequencing and memory◦ Cognitive deficits◦ Students that are ADD/ADHD
Who can do this?
Anywhere that students can move around to work on their scroll.
Spread Out!◦ This is a physically active process. ◦ It is okay for students to be physically
involved in creating their scroll. Have a trash can ready! It can get
messy!
Where ?
The acronym for the reading process ◦Nine moms take six
quiet girls after practice to play volleyball.
Getting them prepared to read◦ Movements and
motions
The Reading Process - Helping Students to Remember
◦ Copies of a selected text◦ Construction paper – light colors work
best◦ Stick glue◦ Scissors◦ Pencils◦ Highlighters◦ Copy of the Reading Process
Materials Needed
Copy the text
If more than one page, number the pages so that they can be kept in order.
Students should cut off any excess borders around the text. Keep text features such as pictures, captions, footnotes, etc.
Paste each page of text to one page of construction paper so that there is enough of the construction paper showing so that student can write in the margins.
After entire passage has been glued to individual pieces of construction paper, then glue them side-by-side.
Putting together a “Scroll”
Before Reading◦ Notice the Page – circle or box text features such as pictures, captions, bold or italics
print, footnotes◦ ‘Divide & Conquer’ – chunk the text into smaller pieces & draw a line after each section◦ Make a prediction – What will we read in this text?◦ Turn the title into a question – using the 4 W’s & H
*sets a purpose for reading During Reading
◦ Summarize each section of the text◦ Questions – Make your own test questions! At least one question for each section of text
After Reading - ‘Filling in the GAP at the end’◦ Genre – Students should identify the genre of text & record it at the end of the passage◦ Author’s Purpose – Students identify why the author writes the selected text.◦ Point of view – Students identify 1st or 3rd person point of view
From a Scroll to a Textmap
The completed book and blackboard work together as the teacher demonstrates the reading process.
This explicit instruction results in a concrete product that demonstrates the student’s understanding of the text.
Introducing the Reading Process
Students move physically across the length of the scroll.
Marking the text requires physical interaction with the text.
Student can clearly see progress on the task by looking at marked pages.
Students actively involved in reading and learning.
The Textmapping Projecthttp://www.textmapping.org
Diana Triplett Derived from the original
works of R. David Middlebrook.
Paula Brown - Benchmark Assessment Specialist for Hampton City Schools.
Joyce Herbin – Instructional Facilitator, Danville Public Schools
Resources Used
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Reference within this presentation to any specific commercial or non-commercial product, process, or service by trade name, trademark, manufacturer or otherwise does not constitute or imply an endorsement, recommendation, or favoring by the Virginia Department of Education.
Disclaimer