understanding reading. what is reading…? think about this for a few seconds
TRANSCRIPT
Understanding Understanding ReadingReading
What is What is reading…?reading…?
Think about this for a few Think about this for a few seconds.seconds.
Share your definition with a partner.
Share your definition with your group.
You have just modeled a new You have just modeled a new literacy strategyliteracy strategy
ThinkThink
PairPair
ShareShare
Reading is a process of Reading is a process of constructing meaning constructing meaning
through interaction between through interaction between the mind of the reader and the mind of the reader and
the text. the text.
Outcomes Framework to Inform Professional Development for Teachers - July Outcomes Framework to Inform Professional Development for Teachers - July 20002000
What do we mean by constructing
meaning as we read?
Look at the following slides and decide
how you make sense of them.
1st row1st row: K2.Sl1P. *K2. Sl1P. repeat from * : K2.Sl1P. *K2. Sl1P. repeat from * to last st.K1to last st.K12nd row2nd row: K1. P1. *K2. P1. Repeat from * : K1. P1. *K2. P1. Repeat from * to last 2 sts. K2.to last 2 sts. K2.Repeat last 2 rows once more.Repeat last 2 rows once more.5th row: 5th row: K5 (2-5) Sl1P. *K5. Sl1P. Repeat K5 (2-5) Sl1P. *K5. Sl1P. Repeat from * to last st. K1.from * to last st. K1.6th row: 6th row: K1. P1. *K5. P1. Repeat from * K1. P1. *K5. P1. Repeat from * to last 5 (2-5) sts. K5 (2-5)to last 5 (2-5) sts. K5 (2-5)
……------……
QRT QRT TTFNTTFN
SCUBASCUBA*giggles**giggles*IL B L8IL B L8
dling an epdling an ep
SOSSOSQuick Reaction TeamQuick Reaction Team
Ta Ta For NowTa Ta For NowSelf-contained Underwater Breathing Self-contained Underwater Breathing
ApparatusApparatusLaughingLaughing
I’ll Be LateI’ll Be LateDownloading an Episode Downloading an Episode
HappyHappy
How did you How did you ‘construct ‘construct
meaning’ ?meaning’ ?
Meaning is constructed from Meaning is constructed from sets of knowledgesets of knowledge
Life Experiences
World Knowledge
Literary Background
Meaning
Cueing systemsCueing systems
Visual
Meaning StructureReading
Read this…Read this…Expresso an sentence Expresso an sentence
straighten will out straighten will out thisthis
d lingo born of DIS "gnr8n d lingo born of DIS "gnr8n txt" iz wot spawned transl8it, txt" iz wot spawned transl8it,
a Web engN dat transl8z a Web engN dat transl8z "emoticons" lIk :-) & othR "emoticons" lIk :-) & othR text-messaging slang in2 text-messaging slang in2 proper eng. it CN also tak proper eng. it CN also tak normal eng wrds & transl8 normal eng wrds & transl8
dem in2 text-messaging lingo dem in2 text-messaging lingo lIk CU L8r 2nite @ *$’s k lIk CU L8r 2nite @ *$’s k
The language born of this ‘Generation The language born of this ‘Generation Text’ is what spawned ‘Translate It,’ a Text’ is what spawned ‘Translate It,’ a web engine that translates emoticons web engine that translates emoticons like happy faces and other text like happy faces and other text messaging slang into proper English. It messaging slang into proper English. It can also take normal English words and can also take normal English words and translate them into text messaging translate them into text messaging language like ‘See you later at language like ‘See you later at Starbucks.’Starbucks.’
Reading is only incidentally Reading is only incidentally visual. It must begin with visual. It must begin with predicting and other “in-predicting and other “in-
head” activities.head” activities.
-Frank Smith-Frank Smith
Fiction & Non-fiction
We need to be able to read a range of texts.
Text includes a wide range of things you read or interpret (magazines, comics, dance, photos, ads, poems, novels, short stories, SMS messages, etc…)
•Share out loud what have you read in the past 24 hours?
•Is it mostly fiction or non-fiction.
•What was the most common in this group?
•Students need to learn strategies to be able to construct meaning from the various texts they are faced with.
Take a look at the following sample taken from a textbook:
•What are some of the features students need to be aware of?
What supports and challenges are there?
We need to think about We need to think about our range of readersour range of readers
What can they already do with What can they already do with various texts?various texts?What do they need to learn?What do they need to learn?How can we help them?How can we help them?
The Struggling Reader in The Struggling Reader in the Junior High Contextthe Junior High Context
What do you see when your What do you see when your students “struggle” with students “struggle” with reading?reading?
Given what we know about Given what we know about struggling readers, what do struggling readers, what do
they need?they need? Books they can read (90% and above Books they can read (90% and above
in accuracy - 90 out of 100 words on in accuracy - 90 out of 100 words on a page)a page)
Three Levels of Text Difficulty
Easy text - 95 - 100% accuracy
Instructional text - 90 - 94% accuracy
Hard text - < 90% accuracy
• We need to help our students We need to help our students understand that “reading is understand that “reading is thinking.”thinking.”
• Students need to learn Students need to learn strategies to read a variety of strategies to read a variety of texts in all subject areastexts in all subject areas
Reading is strategic……..Reading is strategic……..
It’s not just “saying one It’s not just “saying one damn word after another!”damn word after another!”
Grade 1 student Grade 1 student
Any questions or concerns?Any questions or concerns?
(End Part 2)(End Part 2)