Reading in the Target Language

Courtney Mikulcik and Alison VrtisHinsdale South High SchoolCSCTFL March 2012

1. Vocabulary—Running the electrical line

2. Pre-Reading—Flipping the switch

3. During Reading –What is being illuminated ?

4. Post-Reading–What’s the BIG picture?

5. Timesaver combos–When you only have a few minutes!

6. Questions

“Missing just 5% of the words in a text makes it nearlyincomprehensible”

Fisher, Douglas and Nancy Frey. Word Wise and Content Rich. Portsmouth, NH: Heinemann, 2008.

Olé (p. 1A,1B) Cooperative activity

Guess the word (in

context--¡Adivina!)

(p. 2)

Individual activity

Palabras Palomitas

(chain drill) (p.3)

Whole class activity

Line jumper / Pop up

(p.4)

Whole class activity

Catch phrase (p.5) Large group / whole

class activity

Grammar Vocab

Toolbox (p.6)

Reference

“Prep – You

can‟t read what

you can‟t

understand.”

Vocabulary --

Running the electrical line

“Proficient learners build on and activate their background knowledge before reading, writing, speaking, or listening; poor learners begin without thinking.”

Irvin, J.L.; Lunstrum, J.P.; Lynch-Brown, C. & Shepard, M.F. (1996). Enhancing Social Studies Through Literary Strategies. (p. 5). Washington D.C.: National Council for the Social Studies.

Setting a purpose and

anticipation guide

(p. 7,8)

Individual activity

Really? (p. 9a, 9b) Partner activity

Making comparisons

(p.10)

Individual activity

Pretest (p. 10) Individual activity

Connections / Research

(p. 11)

Individual activity

“Making connections,

activating prior knowledge”

Pre-Reading --

Flipping the switch

“There is an old saying that a picture is worth a thousand words. When it comes to comprehension, this saying might be paraphrased, ‘a visual display helps readers understand, organize, and remember some of those thousand words.’”

Duke, N.K. & Pearson, D. (2002). “Effective Practices for Developing Reading Comprehension.” In A.E. Farstrup & S.J. Samuels (Eds.). What Research Has To Say About Reading Instruction(3rd ed., pp. 205–242). Newark, DE:International Reading Association.

Checklist / categories

(p. 12)

Individual activity

Order and Importance

(p.13)

Cooperative activity

Reading stations

(p.14a, 14b)

Cooperative activity

Illustrating important

dates / info (p.15)

Individual activity

That’s not true!—(Ce

n’est pas vrai!) (p. 16)

Individual activity

Who said what? (p.17) Individual activity

Three-Person Picasso

(p.18)

Cooperative activity

“ Get

acquainted

with the

text.”

During Reading –

What is being illuminated ?

“…research suggests instruction and practice in summarizing not only improves students’ ability to summarize text, but also overall comprehension of content.”

Duke, N.K. & Pearson, D. (2002). “Effective Practices for Developing Reading Comprehension.” In A.E. Farstrup & S.J. Samuels (Eds.). What Research Has To Say About Reading Instruction(3rded., pp. 205–242). Newark, DE: International Reading Association.

GIST (p. 19a, 19b Individual activity

Sentence strips (p. 20) Partner activity

Opinionnaire (p.21) Individual activity

Vocabulary Summary

(p.22)

Cooperative / individual

activity

Suena el timbre (p.23) Whole class activity

4-square summary

(p. 24)

Individual activity

Jigsaw drawing (p. 25) Cooperative activity

Acting (p. 26) Whole class activity

Character map / pyramid

(p. 27)

Individual activity

GIST Lesson Assessment

(p. 28)

Cooperative/

individual activity

“Focus in on an

idea and how it

relates to the

purpose or look at

the big picture.”

Post-Reading - What’s the BIG picture?

Vocabulary

Guess the Word from a

synonym, definition, or context

clue, or antonym

Find the equivalent in English

Find words from the passage in

the same word family

Pre-Reading

Personal questions related to

the reading

Setting a purpose

True/False/multiple choice

questions to actívate prior

knowledge

During Reading

„That‟s not true!‟ statements

Identify / match categories or

major themes

Illustrate events

Order and Importance

Post-ReadingText on Text

Students write questions using

question word prompts that

correspond to reading: who, what,

where, when, how, etc.

Students answer comprehension

questions

Timesaver combos (p. 29-33) –

Time‟s a ticking - put it all together in one

place!

Purpose Important Vocabulary Words Divide and Question Question Warm-Up QAR

Alison Vrtis

[email protected]

Courtney Mikulcik

[email protected]