Strategies to Support Strategies to Support Reading Reading

ComprehensionComprehension

Fake ReadingFake Reading

I expected that meaning I expected that meaning would arrive if I could would arrive if I could pronounce all the words.pronounce all the words.

Tovani (2000) I Read It But I Don’t Get ItTovani (2000) I Read It But I Don’t Get It

What do we mean by What do we mean by comprehensioncomprehension??

ActivityActivity Silently Read ‘The Blonke’Silently Read ‘The Blonke’ Answer questionsAnswer questions Discuss answers and how you arrived Discuss answers and how you arrived

at your answers with a partnerat your answers with a partner

The AhasThe Ahas

Reading is more than decodingReading is more than decoding Most could accurately read the passage Most could accurately read the passage

-- Can get some meaning from the Can get some meaning from the

nonsense words – using your structure nonsense words – using your structure knowledge (language and text)knowledge (language and text)

Have some sense of it using prediction Have some sense of it using prediction and inference and inference

Questions are not a true measure of Questions are not a true measure of comprehensioncomprehension

We need to teach students strategies We need to teach students strategies to read text more effectively – to to read text more effectively – to

understand what they are reading.understand what they are reading. A strategy is an intentional plan that A strategy is an intentional plan that

readers use to help themselves make readers use to help themselves make sense of their reading.sense of their reading.

Strategies are flexible and can be adapted Strategies are flexible and can be adapted to meet the demands of the reading task.to meet the demands of the reading task.

Good readers use lots of strategies to help Good readers use lots of strategies to help themselves make sense of text.themselves make sense of text.

Tovani (2000) I Read It But I Don’t Get It.Tovani (2000) I Read It But I Don’t Get It.

7 Strategies of Successful 7 Strategies of Successful ReadersReaders

1.1. They use existing knowledge to make sense of They use existing knowledge to make sense of new informationnew information

2.2. They ask questions about the text before, during They ask questions about the text before, during and after readingand after reading

3.3. They draw inferences from the textThey draw inferences from the text4.4. They monitor their comprehensionThey monitor their comprehension5.5. They use ‘fix-up’ strategies when meaning They use ‘fix-up’ strategies when meaning

breaks downbreaks down6.6. They determine what is importantThey determine what is important7.7. They synthesize information to create new They synthesize information to create new

thinkingthinking

Strategies for Before, During Strategies for Before, During and After Readingand After Reading

Need to consider what students need to do Need to consider what students need to do and teach strategies to help them and teach strategies to help them succeed. Consider:succeed. Consider:

Before reading strategiesBefore reading strategies – set them up to – set them up to read for understandingread for understanding

During reading strategiesDuring reading strategies – to sustain and – to sustain and extend meaning and monitor extend meaning and monitor understandingunderstanding

After reading strategiesAfter reading strategies – to reflect on and – to reflect on and consolidate understandingconsolidate understanding

Learning and Teaching a Learning and Teaching a StrategyStrategy

Modeling and Modeling and demonstrationdemonstration

PracticePractice Independent applicationIndependent application

Strategy 1 – Setting the Strategy 1 – Setting the PurposePurpose

Silently read ‘The House’ and Silently read ‘The House’ and underline the important information.underline the important information.

A Second Look – circle the important A Second Look – circle the important information as if you were a robberinformation as if you were a robber

A Third Look – put a square around A Third Look – put a square around the important information as if you the important information as if you were a real estate agentwere a real estate agent

ReflectionReflection

What did you do the first time you What did you do the first time you read ‘The House’?read ‘The House’?

What happened the second time?What happened the second time? Was it easier to read and find the Was it easier to read and find the

important information when you had important information when you had a purpose?a purpose?

What was your comfort level? What What was your comfort level? What did you find frustrating?did you find frustrating?

Setting the PurposeSetting the Purpose

As readers, we need to know the purpose As readers, we need to know the purpose for what we are readingfor what we are reading

Sometimes we take it for granted that Sometimes we take it for granted that students understand what they are looking students understand what they are looking for when they are faced with text.for when they are faced with text.

Students need to know Students need to know whywhy they are they are reading.reading.

The purpose changes your entire reading The purpose changes your entire reading experienceexperience

Strategy 2- Activating Prior Strategy 2- Activating Prior KnowledgeKnowledge

In your group use the back of one of In your group use the back of one of your handouts to make a semantic your handouts to make a semantic web for the word ‘chair’web for the word ‘chair’

Group Share Group Share

CHAIR

Making the semantic web required Making the semantic web required you to activate your “schema” for the you to activate your “schema” for the “chair” – all the meanings and “chair” – all the meanings and associations related to that word.associations related to that word.

Sharing your prior knowledge can Sharing your prior knowledge can provide multiple perspectives, provide multiple perspectives, additional knowledge about a concept.additional knowledge about a concept.

Helps students read the text- Helps students read the text- predicting what words might be in the predicting what words might be in the text.text.

KWL StrategyKWL Strategy

What do you What do you KKnow about solutions?now about solutions?

What do you What do you WWant to know or ant to know or wonder about solutionswonder about solutions

What did you What did you LLearn after the lessonearn after the lesson

KWL StrategyKWL StrategyKnowKnow Want to KnowWant to Know

(Wonder (Wonder About)About)

LearnedLearned

-Stuff mixed in waterStuff mixed in water-Used in labsUsed in labs-Filter itFilter it-Salt in waterSalt in water-SoluteSolute-SolventSolvent-Stir to mix fasterStir to mix faster-Sand in waterSand in water-Sugar in waterSugar in water

-How can a solid dissolve -How can a solid dissolve in a solidin a solid-Is dissolving a chemical Is dissolving a chemical reactionreaction-What is an alloyWhat is an alloy-What is hard waterWhat is hard water-How strong are the How strong are the chemicals we use in the chemicals we use in the labs?labs?

-Types of solutionsTypes of solutions-How to mix solutions How to mix solutions fasterfaster-Solutions concentrationsSolutions concentrations-Why water is specialWhy water is special-ElectrolytesElectrolytes-Solutions vs suspensionsSolutions vs suspensions-12kt vs 18kt gold12kt vs 18kt gold-Water softenersWater softeners

Possible Categories for InformationPossible Categories for Information

Summary/Response/Still Need to KnowSummary/Response/Still Need to Know

Activating Prior KnowledgeActivating Prior Knowledge

We draw on our prior knowledge as We draw on our prior knowledge as we make predictions to ‘make sense’ we make predictions to ‘make sense’ of what we hear, see and read.of what we hear, see and read.

Students need to learn how to use Students need to learn how to use their prior knowledge in order to their prior knowledge in order to understand and respond to what understand and respond to what they read.they read.

Strategy 3 - Making Strategy 3 - Making Connections & PredictionsConnections & Predictions

Stephanie Harvey describes making connections Stephanie Harvey describes making connections as forming a bridge from the as forming a bridge from the NewNew to the to the KnownKnown. . When readers make connections, they use their When readers make connections, they use their personal and collective experience to enhance personal and collective experience to enhance their understanding.their understanding.

When we say, “This reminds me of”, we are When we say, “This reminds me of”, we are making a connection. We make 3 kinds of making a connection. We make 3 kinds of connections when we read and we need to teach connections when we read and we need to teach students how to make these connections.students how to make these connections.

One way of teaching for making connections is One way of teaching for making connections is to teach kids to code their text as they read.to teach kids to code their text as they read.

Making Connections & Making Connections & PredictionsPredictions

Connections can be:Connections can be: Text to Self (T-S) Text to Self (T-S) - relating reading to - relating reading to

their own lifetheir own life Text to Text (T-T)Text to Text (T-T) - connections made - connections made

between different textsbetween different texts Text to World (T-W)Text to World (T-W) - connections - connections

made between the text and bigger made between the text and bigger world issuesworld issues

Strategy 3- Making Strategy 3- Making Connections/PredictionsConnections/Predictions

Make a prediction for the story “The Make a prediction for the story “The Only Wheelchair in Town”Only Wheelchair in Town”

Strategy 3- Making Strategy 3- Making Connections & PredictionsConnections & Predictions

““The Only Wheelchair in Town”The Only Wheelchair in Town” Read page 35 silently Read page 35 silently During reading, think about:During reading, think about:

text/text (T-T),text/text (T-T), text/self (T-S),text/self (T-S), and and

text/world (T-W)text/world (T-W) connections you connections you may makemay make

Making Connections & Making Connections & PredictionsPredictions

We continue to predict as we read We continue to predict as we read and we read to confirm or revise and we read to confirm or revise those predictionsthose predictions

Accessing prior knowledge and Accessing prior knowledge and making connections is critical to making connections is critical to student’s predicting and constructing student’s predicting and constructing meaning from text.meaning from text.

Strategy 4- Focused Strategy 4- Focused ReadingReading

Students can use codes (√ ! ?) to Students can use codes (√ ! ?) to focus and monitor their reading (pg focus and monitor their reading (pg 19)19)

Provides ‘reading for a purpose’Provides ‘reading for a purpose’ Reinforces the idea that ‘reading Reinforces the idea that ‘reading

involves thinking’involves thinking’ A useful study strategyA useful study strategy

ReadingAs

Thinking

√√ Got . I know and/or understand this.

! This is really important or interesting.

? I don’t understand this or this does not make sense.

Small Group ReflectionSmall Group Reflection

Share/Discuss with partner or small Share/Discuss with partner or small group:group:

Any questions you haveAny questions you have What you are already doing to What you are already doing to

support reading across the support reading across the curriculumcurriculum

Any Questions or concerns?Any Questions or concerns?(end part 3)(end part 3)