Get them Reading!

Traditional Approach

Give Assignment

Independent Reading

Discussion to see if students learned main

concepts

The Blurvle CeremonyThe axtlzbn is worn primarily by meebs for the blurvle ceremony each kipto. It consists of a wlomb made of cygde and tied with a qorf. It is decorated with many hujas.1.Describe the axtlzbn.2.Who wears an axtlzbn?3.What ceremony is it for?4.Fill in the blanks: The _____ is

worn by _____ for the _____.

How can we do it differently?

• K-12 Performance Guidelines• Actively engage students with text• Fiction vs. Non-fiction

Strategic Approach

Pre-reading activities: Discussion, Predictions, Questioning,

Brainstorming, Establishing Purpose

Guided active silent reading

Activities to clarify, reinforce,

and extend knowledge

Before Reading Activities

• Artifact / picture• Word chaining• Anticipation Guide• Visualization• Visualization Sample• Probable Passage• Tea Party

Vocabulary Strategies

• Making Connections• Exclusion Brainstorming• Predict-o-Gram• Linear Arrays• Words in Context I• Words in Context II• Word Logs

During Reading

• Bookmarks• Say Something• Think-Aloud• Re-Reading• Peer Reading

Fact or FictionPROOF FOR PROOF AGAINST

Many students have no

direction and lack

motivation.

Fear is often a factor when

students disconnect.

Stereotypes can be used to

relieve educators of responsibility.

Compare and Contrast

Student Fear

Teacher Fear

Most Important Word

Choose 3 – 4 words that you feel are the most important words in the passage based on evidence in the text. Be ready to explain why you chose each word.

After Reading Activities

• Point of view writing• Ebay• Somebody wanted but so• Most important word• Sketch to stretch• Retelling Rubric• Scales• Reading Rubric

Bibliography

ACTFL Performance Guidelines for K-12 LearnersAllen Janet. Words, Words Words: Teaching Vocabulary in Grades

4 – 12. York, ME. Stenhouse Publishers. ISBN 1-57110-085-7Beers, Kylene. When Kids Can’t Read: What Teachers Can Do.

ISBN 0-86709-519-9Blaz, Deborah. Foreign Language Teacher’s Guide to Active

Learning. ISBN 1-883001-75-7Macián, Jan. Reading in a Foreign Language. Instiute for

Educational Development SeminarOpitz, Michael F. and Timothy V. Rasinski. Good-bye Round

Robin. Portsmouth, NH, Heinemann. ISBN 978-0-325-02580-3Silver, Harvey F., Richard Strong and Matthew Perini:

Discovering Nonfiction: 25 Powerful Teaching Strategies Grades 2 – 6. ISBN 1-57271-030-6

Bibliography

Sousa, David. How the Brain Learns to Read. Thousand Oaks, CA: Corwin Press. ISBN: 978-1-4129-0601-2

Terrill, Laura. Presentation Notes from NADSFL 2007: Strategic Reading: Engaging Students with the Text

Tovani, Cris. Do I Really Have to Teach Reading? Portland, ME: Stenhouse Publishers. ISBN: 1-57110-376-7

Tovani, Cris. I Read It, But I Don’t Get It: Comprehension Strategies for Adolescent Learners. Portland, ME: Stenhouse Publishers. ISBN: 1-57110-089-x

Probable Passage

• Directions: Work together to place the words below on the worksheet. Then develop a gist statement.

• Scared• Stray• Forest• Alone

• Basket• Hunter• Grandmother• Eat• Cut• Stomach• Encounter• Wolf• Sick

Tea Party

• You have a strip of paper with a sentence.

• Circulate and read your sentence to others.

• Do not expand on what the card says.

• Do not make any notes.• As you hear what others say, think

about what the text is about.• Return to your small group and make

a prediction.

Word Chaining

• Give students a key word from an upcoming reading

• Have students pass a paper down a row and back so that a cluster of 9 – 10 associations for one word is formed

• Example: FOREST

Peer Reading CoachingPage 1 Questions (For Reader A)1. Why would students be the major

obstacle to good teaching?2. Why is it dangerous to criticize the

client?Page 2 Questions (For Reader B)3. What does the dean mean when he

talks about diagnosing a student’s condition?

4. What evidence was the faculty asked to consider and why was this evidence important?

Visualization Strategy

• Teacher selects and posts words on board.

• Students close their eyes and imagine words for one minute.

• Distribute handout• 5 minutes to draw pictures, write

questions about commonalities, express feelings and/or predict.

• Follow up discussions: small group/class