Strategic Reading for Adolescents Putting All the Pieces Together Martha Lamb Catawba County Schools August 2009.

Strategic Reading for AdolescentsPutting All the Pieces Together

Martha Lamb

Catawba County Schools

August 2009

Agenda

9:00 - Introductions & announcements9:15 – 10:30 - Objectives

What Is Reading?Most Important Sentence (strategy)Montebation of TraxaleneFactors Contributing To Poor Rdg. Ability

10:30 – 10:40 - Break10:40 – 12:00 - Reading Strategies12:00 – 1:00 - Lunch1:00 – 2:30 - Break2:40 – 4:00 - Reading Strategies

Culminating Activity

Objectives

• You will understand and be able to describe the different subskills needed in order to read efficiently.

• You will be able to differentiate between reading instruction that takes place in the language arts class and reading support that is needed in content classes.

• You will understand why students need instructional support before, during, and after reading.

• You will know how to use activities to “scaffold” reading in your classroom so that your students will be more successful.

What Is Reading?

Activity

• On a sentence strip, write a one-sentence answer to the question, “What is reading?”

What subskills make up the act of reading?

• Word identification– Sound/symbol connections– “sight” words

• Making meaning of text– Knowledge of words and word parts– Sentence and paragraph comprehension– Interacting with the text

• Interpreting and analyzing text– Recognizing author’s purpose and point of view– Accepting or resisting author’s implied message

Word Identification

Srprsngly, mst pple cn rd ths txt.

Most people learn to read by applying the rules of phonics and/or by memorizing word shapes, but with practice, the rules become internalized and one reads at the level of automaticity.

Making Meaning of Text

Roadblocks:• Lack of word knowledge

– Unfamiliar words– Insufficient knowledge of word parts (prefixes,

suffixes, roots)– Words with multiple meanings

• Poor fluency• Failure to interact cognitively with the text• Resistance to reading (perpetuates cycle)• Reduced requirements/expectations by teachers

Interacting With Text

• English/Language Arts teachers and reading specialists teach metacognitive strategies:– Monitoring for meaning– Using prior knowledge– Questioning– Determining importance– Inferring– Using mental images– Summarizing– Predicting

Interacting With Text

• English/Language Arts teachers and all content area teachers use teaching strategies to support students in reading:– Before-reading strategies– During-reading strategies– After-reading strategies

• Why should content teachers use reading comprehension strategies?– Because comprehension strategies are thinking

strategies, and they result in better understanding and retention of course content

Before-Reading Strategies

Good readers use before-reading strategies:• Preview text• Activate prior knowledge • Make predictions

Reading comprehension depends upon making connections with schema.

To ensure optimal comprehension, teachers must use

before-reading strategies

Before-Reading Strategies

• Word Splash• Probable Passage (before- and after-reading)• Anticipation Guides (before- and after-reading)

During-Reading Strategies

Good readers use during-reading strategies: • Monitor their comprehension• Make connections• Determine importance • Make predictions• Ask questions

To ensure optimal comprehension, teachers must use during-reading strategies

During-Reading Strategies

• Reading Quads• Re-Reading• Predicting vs. Knowing (before, during, and after)

After-Reading Strategies

Good readers use after-reading strategies: • Summarize• Reflect• Analyze• Evaluate

To ensure optimal comprehension, teachers must use after-reading strategies

After-Reading Strategies

• Word Sort• Tea Party (before- and after-reading)• 3-2-1• Text Reformulation

Culminating Activity

• Word Splash: working in groups of four, discuss words & write predictions

• Read selection using “Reading Quads”

• Reformulate text: – Comic book– Letter– Interview– Story– Newspaper article

Useful Websites

• Greece School District in New York State has posted a number of reading strategies with details on how to use them on this site:

http://tinyurl.com/2uavq

Revisiting The Objectives

• You will understand and be able to describe the different subskills needed in order to read efficiently.

• You will be able to differentiate between reading instruction that takes place in the language arts class and reading support that is needed in content classes.

• You will understand why students need instructional support before, during, and after reading.

• You will know how to use activities to “scaffold” reading in your classroom so that your students will be more successful.

Ticket Out the Door

3-2-1 Summary

3 facts you want to remember about teaching to support reading

2 strategies you plan to use during the first month of school

1 question you still have about using reading strategies

Concluding Thoughts

Contact me for further work with using reading strategies:828-455-2812 (mobile phone)

[email protected]

Don’t forget to evaluate this workshop on SchoolLink; evaluation should be available to you tomorrow

Probable Passage

Arrange words into the following groups:

• Characters• Setting• Problems• Outcomes• Unknown Words

Next, write a “gist statement” and a list of things “to discover.”

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