Scanning

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“Readers of nonfiction have to decide and remember what is important in the texts they read if they are going to learn anything from them.”

~ Harvey & Goudvis

“Readers of nonfiction have to decide and remember what is important in the texts they read if they are going to learn anything from them.”

~ Harvey & Goudvis

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Decisions about importance are based on…Decisions about importance are based on…The reader’s purposeThe reader’s schema for the text

content - ideas most closely connected to the reader’s prior knowledge will be considered most important

The reader’s sense of the aesthetic - what he or she values or considers worthy or beautiful

The reader’s purposeThe reader’s schema for the text

content - ideas most closely connected to the reader’s prior knowledge will be considered most important

The reader’s sense of the aesthetic - what he or she values or considers worthy or beautiful

STRATEGIES USED STRATEGIES USED FOR DETERMINING FOR DETERMINING

IMPORTANCEIMPORTANCE

Before reading, determine the purpose for reading.

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Reading for a PurposeReading for a Purpose

Students need to have an understanding of the purpose for reading and viewing particular texts before they begin. Teachers can assist students to clarify the purpose of reading by asking the questions:

Why are you reading this text?

Are you reading for enjoyment, to retell, to answer questions, to gain information?

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Once a purpose for reading is established, students can be directed about which method of reading will best achieve that purpose. These methods for reading include:

skimming: reading to gain an overall understanding of the content of the text

scanning: reading to locate specific information

rereading: reading to confirm meanings and understandings and to clarify details.

Reading for a PurposeReading for a Purpose

ENGAGE STUDENTS IN THE PURPOSE FOR READING 1. Establish one clearly stated purpose - For example, “Read pages 283-285 to find out what a tide pool is.”

2. Model and directly teach students how to read for the stated purpose.

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“It is critical to support learners through the learning process and gradually release responsibility to them.”

Keene & Zimmerman - Mosaic of Thought

“It is critical to support learners through the learning process and gradually release responsibility to them.”

Keene & Zimmerman - Mosaic of Thought

Teacher ModelingTeacher Modeling

Guided PracticeGuided Practice

Independent PracticeIndependent Practice

Independent ApplicationIndependent Application

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Teachers should model thinking aloud about their own process of determining importance during reading.

Teachers should model thinking aloud about their own process of determining importance during reading.

Teacher ModelingTeacher Modeling

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Guided PracticeGuided Practice

In small or large group mini- lessons, students are invited to share their thoughts about what is important.

In small or large group mini- lessons, students are invited to share their thoughts about what is important.

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Independent PracticeIndependent Practice

Students may work individually, meet in small groups, or work in pairs to compare ideas about what is most important in text and how they came to that conclusion.

Students may work individually, meet in small groups, or work in pairs to compare ideas about what is most important in text and how they came to that conclusion.

STRATEGIES USED STRATEGIES USED FOR DETERMINING FOR DETERMINING

IMPORTANCEIMPORTANCE

Finding the Main Idea

Main idea refers to determining what is important.Main idea is often confused with topic.

Main idea refers to determining what is important.Main idea is often confused with topic.

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Main Idea is Difficult for Two Reasons

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Most main ideas are implied and are not directly stated by

the author.Must be determined by using the

sum of the information providedRequires the reader to think about

several pieces of information at once

Main idea is difficult.

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Main idea thinking is tentative. Readers alter their thinking as they encounter new information later in the text.

Main idea is difficult.

1. Rereading what the author has written and thinking about what the author wants us to understand is most important. Put yourself in author’s place.

2. Examine the words and phrases (the details) for clues to what is important.

1. Rereading what the author has written and thinking about what the author wants us to understand is most important. Put yourself in author’s place.

2. Examine the words and phrases (the details) for clues to what is important.

Five SECRETS TOFive SECRETS TO FIGURINGFIGURING OUT MAIN IDEAOUT MAIN IDEA

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3. Ask questions about what, in your experience (schema), the combined clues seem to say about what is valued.

4. Decide what the main idea is by saying, “If I had written this and said things this way, what would that say about what I thought was important?”

5. Remember your purpose for reading.

3. Ask questions about what, in your experience (schema), the combined clues seem to say about what is valued.

4. Decide what the main idea is by saying, “If I had written this and said things this way, what would that say about what I thought was important?”

5. Remember your purpose for reading.

Five SECRETS TOFive SECRETS TO FIGURINGFIGURING OUT MAIN IDEAOUT MAIN IDEA

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1. Reread (#1 strategy independent readers use when something stumps them in the text.)

2. Read to find the clues3. Put the clues together4. Put yourself in the author’s

place to figure out the main idea.

5. Remember your purpose.

1. Reread (#1 strategy independent readers use when something stumps them in the text.)

2. Read to find the clues3. Put the clues together4. Put yourself in the author’s

place to figure out the main idea.

5. Remember your purpose.

Five SECRETS TOFive SECRETS TO FIGURINGFIGURING OUT OUT MAIN IDEA - SUMMARYMAIN IDEA - SUMMARY

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“We must teach our students what nonfiction is. Teaching our students that expository text has predictable characteristics and features they can count on before they read allows them to construct meaning more easily as they read.”

~ Debbie Miller

“We must teach our students what nonfiction is. Teaching our students that expository text has predictable characteristics and features they can count on before they read allows them to construct meaning more easily as they read.”

~ Debbie Miller

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• Labels• Captions• Comparisons• Graphics• Maps

• Labels• Captions• Comparisons• Graphics• Maps

• Fonts and Effects• Table of Contents• Index• Glossary• Appendix

• Fonts and Effects• Table of Contents• Index• Glossary• Appendix

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Graphic Organizer (2 Column Notes)Graphic Organizer (2 Column Notes)

Different ladders should be used for different applications

OR

Different ladders should be used for different applications

OR

•Aluminum is strong, light, and non-corrosive, but conductive of electricity

•Wood is nonconductive if kept clean and dry, but heavy and susceptible to rot

•Fiberglass is strong and non-conductive

•Aluminum is strong, light, and non-corrosive, but conductive of electricity

•Wood is nonconductive if kept clean and dry, but heavy and susceptible to rot

•Fiberglass is strong and non-conductive

Ladder Material Ladder Material

Main Idea Supporting Details

You should consider your purpose and application when choosing a ladder

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What does Determining Importance look like in my classroom?

FIRST and Second DAY – Teacher gives students the reading assignment and explains the purpose for reading.

Teacher reads aloud. Students read text silently along with teacher for 5 minutes. Teacher models his/her own determining importance in the reading assignment for students.

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Let’s look at the title and the paragraphs.To decide what is most important (the main idea), I first have to get “inside the author’s head” or put myself in the author’s place to decide what the author values or considers important.

What does Determining Importance look like in my classroom? First and Second Day

Modeling Example

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I reread the sentences and try to decide how the author is feeling. I look for details or clues such as “aluminum ladders aren’t good around electricity” and “wooden ladders are heavier and susceptible to rot” to help me know what the author thinks is important.

What does Determining Importance look like in my classroom? First and Second Day

Modeling

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When I combine these detail or clues with my own experience of painting my gutters and painting my ceilings , I decide what all these words have in common; all the words seem to convey the idea that different jobs require different ladders.With teacher’s direction, students fill in graphic organizer for main idea and supporting details.

What does Determining Importance look like in my classroom? First and Second

Day Modeling

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What does Determining Importance look like in my classroom?

THIRD DAY – Teacher gives students the reading assignment and explains the purpose for reading (guided practice).

Teacher and students read text silently for 5 minutes, and teacher asks students for details or clues that help them know what the author thinks is important.

As students offer examples, with the teacher’s direction, the class fills in the graphic organizers for supporting details.

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What does Determining Importance look like in my classroom? Guided Practice Third day

continuedTeacher asks students to combine the details or clues with their own experience to decide what the author’s main idea is.

As students offer examples, with the teacher’s direction, the class fills in the graphic organizers for main idea.

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Teacher gives students guided practice by following the Third Day format through the week ending 3/17/06.

What does Determining Importance look like in my classroom?

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What does Determining Importance look like in my classroom?

From 3/20 to 3/30 – Teacher gives students independent practice. Teacher gives students the reading assignment and students determine purpose for reading.

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Students maintain 5 minutes of silent reading.Students write supporting details and main idea on graphic organizer.Teacher asks for supporting details and main idea and discusses answers with class. Students may correct graphic organizers.

What does Determining Importance look like in my classroom? Independent practice

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What does Determining Importance look like in my classroom? TWICE A WEEK -

Teacher gives students the reading assignment.

Students sustain 5 minutes of silent reading.

Students fill in graphic organizers. The teacher asks for main ideas and

supporting details. A system of distribution and collection

of graphic organizers is in place.

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