reading beyond the 90 minute block applying strategies and improving learning through application
TRANSCRIPT
Reading Beyond the 90 Minute
BlockApplying Strategies and Improving
Learning Through Application
Reading Across the Content Areas
Traditional Format New Format
Reading assignment
given
Silent or Round Robin
reading
Discussion/Activity to see if students learned main
concepts, what they “should have” learned
Prereading activities Activating Prior Knowledge
Discussion Predictions Questioning
Brainstorming Setting purpose
ACTIVE reading
Activities to clarify,
reinforce,
extend knowledge
Three Interactive Elements of Reading
Irvin, Judith L. Strategies to Improve Reading in the Content Areas. Florida State University.
The reader: what the reader
brings to the learning experience
The climate: the learning context or
environment
The text features:
the characteristics of the written text
Skill level, investigations, motivation, cultural and
familial experiences
Text, Form And Features
School or grade level community agreement, transfer from reading instructionto application in content
The boys’ arrows were nearly gone so they sat down on the grass
and stopped hunting. Over at the edge of the wood they saw
Henry making a bow to a small girl who was coming down the
road. She had tears in her dress and tears in her eyes. She gave
Henry a note which he brought over to the group of young
hunters. Read to the boys it caused great excitement. After a
minute, but rapid examination of their weapons, they ran down to
the valley. Does were standing at the edge of the lake, making an
excellent target.
What strategies did you use to read successfully?
Syntax, context, background knowledge, rereading, vocabulary building
Before•Set a purpose
•Activate prior knowledge
•Preview the reading
•Introduce important vocabulary
During•Make connections
•Check your understanding
•Identify confusing parts-use fix up strategies
After•Reread to find out things you might have missed the first time through
•Reflect on what you have learned
Activate Prior Knowledge and Set
A Purpose for Reading
Figure Out What is
Important
Organize Knowledge
Make Inference
Find out the Meanings of
Unknown WordsAsk Questions
Visualize
Set a purpose
Activate prior knowledge
Preview the reading
Introduce important vocabulary
Prior Knowledge
The questions that p______ face as they raise ch_____ from in______ to adult life are not easy to an_____. Both fa____ and m_____ can become concerned when health problems such as co____ arise any time after the e_____ stage to later in life. Experts recommend that young ch______ should have plenty of s____ and nutritious food for healthy growth. B_____ and g_____ should not share the same b____ or even sleep in the same r____. They may be afraid of the d______.
Before
Billmeyer, Rachel and Mary Lee Barton. Teaching Reading in the Content Areas: If Not Me, Than Who? Aurora: McREL (Mid-continent Regional Education Laboratory),1998
Reading with a Purpose
Fundamental purposes for reading to learn· To grasp a certain message· To find important details· To answer a specific question· To evaluate what you are reading· To apply what you are reading· To be entertained
Before
Activity
Look at the passage and
decide how you would set the purpose for
students.
Before
Review the text features, deciding which will help your students understand the content:
· Title· First & last paragraphs of the chapter· Headings· Any words set in bold type or repeated · Text boxes· Photos, charts, or pictures & their captions
Organizational Preview Checklist
Teach Organizational Patterns
· Chronological Sequence· Comparison and Contrast· Concept/ Definition· Description· Episode · Generalization· Process/Cause-Effect
Before
· K-W-L
· Predictions
· Concept Map
· Preteach Vocabulary
How to Activate Prior Knowledge
Before
Content AreasPre-teach
Vocabulary before reading
text
Tier One Words
Tier Two Words
Tier Three Words
5-10 words a week cumulative
In content areas 3T words can become 2T words
“ A word is not a crystal, transparent and unchanged; it is the skin of living thought and may vary greatly in color and content according to the circumstances and time in which it is used.”
Oliver Wendell Holmes, Jr.
Before
VOCABULARY STRATEGIES
WORD PARTSMorphemic Analysis
WORD ASSOCIATIONSIllustrate & Associate
CATAGORIZATION Semantic Features Map
CONTEXTRead Alouds & Questioning
Clunk Bug
CONCEPT Frayer Model
Concept Definition Map
Before
Activity
· Using your passage choose 3 words and an activity you could use to teach them.
· Make connections· Graphic Organizers
· Check your understanding· Get the Gist
· Reciprocal Teaching
· Partner Reading
· Use fix up strategies
What am I doing to make meaning while I read?
What did I just read?
What will I learn next?
Who or what is it about?
What is most important about the who or what?
Fix Up Strategies Identifying the confusing parts
Reread the unclear part
Look for familiar chunks and sound it out Look for little
words and big words in the word
Think about whether you’ve seen the word
before, where, and in what context.
Substitute a word that
makes sense in the
sentence.
Reread the sentences before the unclear part.
Ignore the unclear part and
read on to see if it gets clearer.
Try to connect the unclear
part to something you already know.
Clarification
QuestioningSummarizing
Prediction
Reciprocal teaching
What did I just learn?What were the main ideas?What do I need to do with
this information?
•Check for understanding; decide if the purpose was met
•Draw conclusion/evaluate information
•Apply learning
Suggestions For Teaching Comprehension Strategies Before, During, After
Comprehension Strategies Page # PreK-1 2-3 4-6
D, A Get the Gist X X
B, D, A Reciprocal Teaching 13-15 X X
D Partner Reading X X
A Question Answer Relationships 21 X X
D, A Five Step Problem Solving 19 X X X
B, D Question Generating 21 X
Graphic Organizers
B, D, A Think Links 22 X X X
B, D, A Venn Diagram 23 X X X
A Story Frames 24 X X
D, A Note Taking 11 X X
A Story Map 16 & 17 X X X
Science Frames
The ____ and the ___ are the same because they both______. In addition, they______________.
Start with how things are same or similar. Then
add more as needed.
They are different because the ____________________, but the ____________________. Also, the____________________ but ______________________
Explain how they are different. You can
compare the same property or characteristic in the
same sentence.
Betsy Rupp Fulwiler, K-5 inquiry Based Science
Be the Learner
· Using your passage select an appropriate comprehension strategy to apply to the text.
· On chart paper create a visual model of your comprehension of the passage using the strategy.
Understanding Math Story Problems
Layers of UnderstandingMath Story Problems
· Decoding and Vocabulary
· Ability to analyze the problem
· Selection of strategy/ application
· Ability to justify or explain thinking
· Extend or generalize
5-Step Problem Solving
1. Restate the problem/question2. Find needed data:3. Plan what to do:4. Find the answer:
5. Answer
Check -Is your answer reasonable?
Learning with Math Stories by Grade Level
Adapted from Reading and Writing to Learn Mathematics: A guide and Resource Book (p. 67)
Presentation Discussion
Apply &
Extend
After During
Before
ReaderClimate
Text
•Make connections
•Check your understanding
•Identify confusing parts-use fix up strategies
•Reread to find out things you might have missed the first time through
•Reflect on what you have learned
•Set a purpose
•Activate prior knowledge
•Preview the reading
•Introduce important vocabulary
Intentional Independent Reading
The Application of Skills
This is a great book!
Practice & Performance
Independent Reading
Silent Reading
The Big Debate
Intentional Independent Readingvs..
Sustained Silent Reading
· Student chooses any book to read
· Book may be above reading level
· No checking by teacher
· No writing involved
· Student chooses any book to read with teacher guidance
· Student reads mostly “Just-Right” books
· Teacher monitors comprehension
· Student keeps a reading record
S.S.R. I.I.R.
The Effects of Independent Reading
•Improves Reading Performance
•Increases Vocabulary
•Builds Background Knowledge
Where & When
In-School
Out-of-School
Outside the School Day
· Instructional Time Not Affected
· Home & School Connection
· Personal Reading Materials
Inside the School Day
· Environment· Variety of Materials Available· Selecting a “just-right” book· Building a community of readers
Community Agreements
· If the teacher cannot control the home environment, what are some strategies teachers can suggest to parents that would help provide a location that’s conducive to reading?
· If having access to a “Just-Right” book or any book is limited or non-existent, what are some ways teachers can provide their students with materials to read at home?
· Does student accountability have to be the responsibility of the parent?
It’s Not About Time!
· What we need to focus on is what is happening during Intentional Independent Reading in the classroom, not how long should it last.
Essential I.I.R. Components
· Book Choice
· Teacher’s Role
· Student Participation
“The Just-Right Book”
· It looks interesting. · I can read most of it.· After I’ve read the book I can tell
someone what it’s about.
Role of the Teacher
Establishes an environment which:· Promotes accountability as students
are recording what they read.· Provides student-teacher interactions
to form a community of readers.· Allows students to select the “Just-
Right” book of various genres.
Student Participation
· Book Selection
· Accountability
· Be a participant in the conversation
The Challenge Awaits Us