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Reading Strategies Dawn Withee Multi-Program Instructional Coach Kent Meridian High School [email protected] X4021

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Page 1: Reading Strategies Dawn Withee Multi-Program Instructional Coach Kent Meridian High School Dawn.Withee@kent.k12.wa.us X4021

Reading Strategies

Dawn WitheeMulti-Program Instructional Coach

Kent Meridian High [email protected]

X4021

Page 2: Reading Strategies Dawn Withee Multi-Program Instructional Coach Kent Meridian High School Dawn.Withee@kent.k12.wa.us X4021

Cognitive Strategies

Predict Make connectionsVisualizeAsk questionsSummarizeMake inferencesUse context cluesMonitor and adjust reading

speedMonitor and clarify for

understanding

Page 3: Reading Strategies Dawn Withee Multi-Program Instructional Coach Kent Meridian High School Dawn.Withee@kent.k12.wa.us X4021

Before Reading

Good ReadersAccess their prior knowledgeInteract with portions of textPractice sequencing, find

cause & effect relationships, draw comparisons, make inferences, and predict

Identify vocabulary that might be a problem

Construct meaning before the begin reading the text

Kylene Beers

Page 4: Reading Strategies Dawn Withee Multi-Program Instructional Coach Kent Meridian High School Dawn.Withee@kent.k12.wa.us X4021

During Reading

Good ReadersPredict what will happen nextQuestion what they don’t understand or

what is confusing in the textMonitor their understanding of the text Identify ways to fix up what has confused

them in the textClarify what has confused themComment on the text or their

understanding of the textConnect what they are reading to other

texts or personal experiencesVisualize the text

Kylene Beers

Page 5: Reading Strategies Dawn Withee Multi-Program Instructional Coach Kent Meridian High School Dawn.Withee@kent.k12.wa.us X4021

After Reading

Good Readers: Question what they don’t understand or what is

confusing in the text Monitor their understanding of the text Identify ways to fix up what has confused them in

the text Clarify what has confused them Comment on the text or their understanding of

the text Connect what they are reading to other texts or

personal experiences Visualize the text Compare or contrast one part of the text to

another Summarize what they have read Identify main characters, major events, and

details Identify conflicts or main problems in the text See causal connections in a text Make inferences and draw conclusions Distinguish between fact and opinion

Kylene Beers

Page 6: Reading Strategies Dawn Withee Multi-Program Instructional Coach Kent Meridian High School Dawn.Withee@kent.k12.wa.us X4021

Making Connections

Activating Prior KnowledgeBuilding Prior KnowledgeIntegrating

curriculum/conceptsTypes of connections

Text-to-selfText-to-worldText-to-textCause-EffectChronologicalComparison/ContrastUse prior knowledge to make

predictions and inferences

Page 7: Reading Strategies Dawn Withee Multi-Program Instructional Coach Kent Meridian High School Dawn.Withee@kent.k12.wa.us X4021

KWL

What I KNOW

What I WANT to Know

What I LEARNED

Page 8: Reading Strategies Dawn Withee Multi-Program Instructional Coach Kent Meridian High School Dawn.Withee@kent.k12.wa.us X4021

KWL Example—Heat

What I KNOW

What I WANT to Know

What I LEARNED

Things melt when hotThings turn from solid to liquid to gas because of heatMercury expands with heat—thermometerWater boils at 212°FDepends on altitudeEverything has a boiling pointFire causes heat

What makes heat?If everyone in America turned on a blow dryer at the same time, would it heat up the atmosphere?What is the boiling point at our school?Why do different things require different amounts of heat to melt them?

Page 9: Reading Strategies Dawn Withee Multi-Program Instructional Coach Kent Meridian High School Dawn.Withee@kent.k12.wa.us X4021

Text Impression

A Pre, during or after reading activity that arouses curiosity and allows students to anticipate what the reading might be about, to focus on the key words and concepts while reading, an to connect that information through writing after reading.

Can be used with both narrative and expository text. Uses clue words as a basis for predicting content,

focusing during reading, and connecting information after reading.

Procedure: Teacher selects clue words from the reading—

between five and seven. This causes the teacher to decide what is most important to learn.

Teacher sequences them with arrows to form a descriptive chain.

Before reading, students write a paragraph based on the chain of words. This gives students an opportunity to connect prior knowledge to new learning that will occur.

While reading, students should focus on the words (concepts while reading). This creates an awareness on the students’ parts of important concepts to be learned.

After reading, students write a paragraph (somewhat of a summary) using as many of the clue words as possible and any other important words found in the text. LOOK BACKS in the text should be encouraged while writing.

Mary Spor

Page 10: Reading Strategies Dawn Withee Multi-Program Instructional Coach Kent Meridian High School Dawn.Withee@kent.k12.wa.us X4021

Text Impressions Example

IngeniousPatriotInvincibleExtortionLoyaltyPeculiarScrutiny

Page 11: Reading Strategies Dawn Withee Multi-Program Instructional Coach Kent Meridian High School Dawn.Withee@kent.k12.wa.us X4021

The Ingenious Patriot Ambrose Bierce

Having obtained an audience of the King an Ingenious Patriot pulled a paper from his pocket, saying:      "May it please your Majesty, I have here a formula for constructing armour-plating which no gun can pierce. If these plates are adopted in the Royal Navy our warships will be invulnerable, and therefore invincible. Here, also, are reports of your Majesty's Ministers, attesting the value of the invention. I will part with my right in it for a million tumtums."      After examining the papers, the King put them away and promised him an order on the Lord High Treasurer of the Extortion Department for a million tumtums.      "And here," said the Ingenious Patriot, pulling another paper from another pocket, "are the working plans of a gun that I have invented, which will pierce that armour. Your Majesty's Royal Brother, the Emperor of Bang, is anxious to purchase it, but loyalty to your Majesty's throne and person constrains me to offer it first to your Majesty. The price is one million tumtums."      Having received the promise of another check, he thrust his hand into still another pocket, remarking:      "The price of the irresistible gun would have been much greater, your Majesty, but for the fact that its missiles can be so effectively averted by my peculiar method of treating the armour plates with a new -"      The King signed to the Great Head Factotum to approach.      "Search this man," he said, "and report how many pockets he has."      "Forty-three, Sire," said the Great Head Factotum, completing the scrutiny.      "May it please your Majesty," cried the Ingenious Patriot, in terror, "one of them contains tobacco."      "Hold him up by the ankles and shake him," said the King; "then give him a check for forty-two million tumtums and put him to death. Let a decree issue declaring ingenuity a capital offence."

http://www.eastoftheweb.com/short-stories/UBooks/IngPat.shtml

Page 12: Reading Strategies Dawn Withee Multi-Program Instructional Coach Kent Meridian High School Dawn.Withee@kent.k12.wa.us X4021

Preview and PredictPreview and Predict is a comprehension strategy that causes the reader to activate prior

knowledge by using clues about the content.Procedures: Preview the text in a short period of time (3-5 minutes) by viewing and discussing

various aspects of the text such as: Narrative Text:

Title Title Page Front and back cover Author & Illustrator information Pictures Chapter Titles (and layout) Opening Paragraph Prologue, forward, afterward, epilogue Any other unusual features

Expository Text Table of contents Index Chapter titles Headings & subheadings Captions Charts, graphs, tables Typographic features Glossary, appendices, index Any other unusual features

Encourage students to predict what the text may be about. When working with the whole class, the teacher can write the students’ predictions on an overhead transparency or on the chalk/white board.

Students should be able to justify how aspects of the preview supported their predictions.

Students then read a portion of the text, stopping at critical points to discuss whether their predictions were or were not confirmed by the text or story. If predictions were supported by the text, students make new predictions and read on. If predictions were not supported by the text, the predictions should be modified or changed to reflect the text.

When using chapter books or expository texts, the preview may also include summarizing previous chapters. The first paragraph may be read for additional clues about what will happen next.

Mary Spor

Page 13: Reading Strategies Dawn Withee Multi-Program Instructional Coach Kent Meridian High School Dawn.Withee@kent.k12.wa.us X4021

Anticipation Guide

Teacher writes a few (2-10) generalizations that relate to the main ideas or themes of the text. Choose statements that are controversial, or that might be commonly held, but will be challenged by the text.

Before reading, students mark agree or disagree for each statement.

As a class discuss the statements and students’ responses.

Read Text. Students may want to take notes on the anticipation guide when they get to parts of the text relevant to each statement.

After reading, students mark agree or disagree on the guides a second time.

In a class discussion, and/or in writing, students explore how their opinion changed based on what they read.

You might also have students revisit the guide answer as a particular character, historical figure, etc.

Kylene Beers and Mary Spor

Page 14: Reading Strategies Dawn Withee Multi-Program Instructional Coach Kent Meridian High School Dawn.Withee@kent.k12.wa.us X4021

Anticipation Guide - Example

Before Reading After Reading

Agree Disagree Agree Disagree

1. True love can overcome any hardship or affliction.

2. The more beautiful a woman is, the more she is worthy of true love.

3. Women in power are morally corrupt.

Page 15: Reading Strategies Dawn Withee Multi-Program Instructional Coach Kent Meridian High School Dawn.Withee@kent.k12.wa.us X4021

Have You Ever…

Similar to an anticipation guideGenerate a list of experiences that are

relevant to the textHave students mark a check by anything

they have donePossible activities for processing the list

As a class go through the list and make tally marks to see collective class experience

Have students share anecdotes about their experiences

Have students pick 1 to 3 experiences to write about

After reading Have students write, comparing their

experience to the text Have students pretend they are a character

from the text and check the expereicnes accordingly. Then have them reflect on how the character’s experiences compare to their own.

Page 16: Reading Strategies Dawn Withee Multi-Program Instructional Coach Kent Meridian High School Dawn.Withee@kent.k12.wa.us X4021

Have You Ever… - example

Life of Penguins

Have you ever…

__ Been in a life and death situation?

__ Had to hunt for food?

__ Gone swimming in freezing water?

__ Eaten raw fish?

Page 17: Reading Strategies Dawn Withee Multi-Program Instructional Coach Kent Meridian High School Dawn.Withee@kent.k12.wa.us X4021

Probable Passage

A brief summary of the text, with key words omitted.

Keys words presented separately in a list Defined Classified as to their function within the text

Students write the words in the blanks, predicting how they will fit into the text

Students read text Students look back at the probable

passage to see how their prediction matched up with the text

Teachers should emphasize making valid predictions, and de-emphasize being “right.”

Kylene Beers

Page 18: Reading Strategies Dawn Withee Multi-Program Instructional Coach Kent Meridian High School Dawn.Withee@kent.k12.wa.us X4021

Probable Passage - Example

Passage:

_____ are giant formations of frozen _____. The form at the earth’s _____. They are different from _____ because they float on top of the _____, and are not connected to earth’s _____. They can be as big as _____.

VocabularyAustraliaCrustIcebergsIslandsOcean PolesWater

What Where

Page 19: Reading Strategies Dawn Withee Multi-Program Instructional Coach Kent Meridian High School Dawn.Withee@kent.k12.wa.us X4021

Tea Party

Teacher writes sentences, phrases, and/or words (directly quoted from text) on note cards. 1 note card per student Repeat phrases 2-3 times (1/2 as many

phrases as students is a good rule of thumb)

Students move around the house sharing and discussing their phrases (they should activate prior knowledge and make predictions)

Students form small groups and discuss what they think the text will be about

Groups write a paragraph beginning with “We think this selection is about…”

As a class, groups share and explain their ”we think” statements.

Read the selectionKylene Beers

Page 20: Reading Strategies Dawn Withee Multi-Program Instructional Coach Kent Meridian High School Dawn.Withee@kent.k12.wa.us X4021

Say Something

Students take turns reading in groups of 2-3

Students occasionally pause reading to say somethingMake a predictionAsk a questionsMake a connectionComment on what is happening in the

textClarify a confusion

Group members comment on what student said

Another student continues readingKylene Beers

Page 21: Reading Strategies Dawn Withee Multi-Program Instructional Coach Kent Meridian High School Dawn.Withee@kent.k12.wa.us X4021

Think Aloud

A Think Aloud* is a comprehension monitoring strategy that helps the teacher and the reader to recognize the text-based and schema-based strategies he/she uses while reading text aloud. This can serve as an intervention tool or an expansion of reading power activity. For a Think Aloud to be successful, the teacher and the students must be cognizant of effective reading strategies, the role of schema in comprehension, and the structure and content of the text being read.

Text-based strategies include connections with previous reading, pointing out main ideas, translating information into one’s own words, pointing out lack of understanding, using strategies to make sense out of text not understood, recognizing the internal structure of text (sequence, cause/effect, comparison/contrast, description, problem/solution).

Schema (according to cognitive Psychology) is an organized network of concepts, experiences, and data. Schema-based strategies include making connections to prior knowledge (life experience, previous reading and learning, prediction, elaboration, inference).

Procedures:Choose both easy and difficult text to read aloud.Model how to use a Think Aloud.Provide students with an easy and difficult text.Ask students to read aloud and note in the margins (or if working individually with a teacher or partner, tell orally) what they are thinking as they read the text.Compare and contrast the strategies used with easy and difficult text. Are they schema-based, text-based, or a combination of both?What additional strategies could this student use to build comprehension of this particular text.

Mary Spor

Page 22: Reading Strategies Dawn Withee Multi-Program Instructional Coach Kent Meridian High School Dawn.Withee@kent.k12.wa.us X4021

It says, I say and So

Question It Says I Say And So

Read the Questions

Find Information from the text that will help you answer the question

Think about what you know about that information

Combine what the text says with what you know to come up with the answer

Question It Says I Say And So

Why did he Wicked Witch hate Sleeping Beauty?

The Mirror said Sleeping Beauty was the fairest in the land

Women can get really jealous of one another, especially when looks are involved.

The witches jealousy drove her to homicidal rage.

Kylene Beers

Page 23: Reading Strategies Dawn Withee Multi-Program Instructional Coach Kent Meridian High School Dawn.Withee@kent.k12.wa.us X4021

Graphic Organizers

Make Graphic Organizers Using:InspirationPowerPointWordPublisherWeb Sites such as ReadingQuest

Page 24: Reading Strategies Dawn Withee Multi-Program Instructional Coach Kent Meridian High School Dawn.Withee@kent.k12.wa.us X4021

Sociograms

Have students create a visual charting relationships between people (or countries, animals, concepts, etc.)Use shape/color to represent different

peopleUse lines and distance to represent the

relationships between people

Page 25: Reading Strategies Dawn Withee Multi-Program Instructional Coach Kent Meridian High School Dawn.Withee@kent.k12.wa.us X4021

Double Bubble Map

Page 26: Reading Strategies Dawn Withee Multi-Program Instructional Coach Kent Meridian High School Dawn.Withee@kent.k12.wa.us X4021

Venn Diagram

Page 27: Reading Strategies Dawn Withee Multi-Program Instructional Coach Kent Meridian High School Dawn.Withee@kent.k12.wa.us X4021

Chronological Map

Page 28: Reading Strategies Dawn Withee Multi-Program Instructional Coach Kent Meridian High School Dawn.Withee@kent.k12.wa.us X4021

T Chart

Page 29: Reading Strategies Dawn Withee Multi-Program Instructional Coach Kent Meridian High School Dawn.Withee@kent.k12.wa.us X4021

Cycle of Events

EVENT

EVENT

EVENT

EVENT

EVENT

Page 30: Reading Strategies Dawn Withee Multi-Program Instructional Coach Kent Meridian High School Dawn.Withee@kent.k12.wa.us X4021

H Chart

Page 31: Reading Strategies Dawn Withee Multi-Program Instructional Coach Kent Meridian High School Dawn.Withee@kent.k12.wa.us X4021

Cause-Effect

Page 32: Reading Strategies Dawn Withee Multi-Program Instructional Coach Kent Meridian High School Dawn.Withee@kent.k12.wa.us X4021

Cause-Event-Effect

Cause

Event

Cause

Effect

CauseCause

Effect EffectEffect