Guiding Active and THOUGHTFUL Readers

1. Guiding Active and THOUGHTFUL Readers Dr. Kathryn Glasswell & Lindsey Judd 2014

2. When kids struggle, most interventions assume that “strategy instruction” will “fix” the problem:Six Strategies Readers Use to Make Sense of Texts READ Harvey & Goudvis (2000) Strategies that Work Research supports variations of these -often embedded in other instructional approaches (NRP, 2000) • Visualising • Making Inferences • Making Connections • Questioning • Determining Importance • Synthesising

3. If we teach the strategies… Shouldn’t kids be able to understand what they read? Here are two questions I get asked a lot… “Why can’t my kids find the answer to THAT simple question? I mean, the answer’s RIGHT THERE! ” “Why can’t they tell me what it’s about?” There’s so much in there and they miss lots of it!” Turn and Talk for 2 minutes: What EXACTLY would you need to teach to kids who struggle like this?

4. What do Readers do? Comprehension is thinking: making meaning from text in the active search for answers (NRP, 2000). When proficient readers comprehend they: Make connections between their prior knowledge and the text Ask and answer questions to clarify their understanding Identify what is important, grasping the essential ideas Create visual imagesbased on the words they read Draw inferences, taking what is known, using clues from the text and thinking Ahead to make a judgement or predict what is to come Create new meaning by combining new information with pre-existing knowledge Monitor their own thinking and ‘fix-up’ when there is a break down in meaning: METACOGNITION(Brown, 1982; McNaughton, 1988).

5. What should we teach? • Develop word-solving and fluency (it frees up brain space) • Build vocabulary (highly correlated to RC) Read widely to develop knowledge of words (and the world) • Develop content rich environments for learning to read because world knowledge matters • Develop ACTIVE comprehension strategies and teach how to use them in concert to solve problems in MEANING (our focus today) • Focus on developing self-monitoring skills (metacognitive awareness). Skilled readers monitor comprehension and fix it up when it goes wrong

6. Different readersDifferent needs How do you manage it all and still stay sane? USE Powerful Practices FLEXIBLE EFFECTIVE STUDENT CENTERED

7. Powerful Practices are… FLEXIBLE The SAME procedure or practice can be used in MULTIPLE ways with all sorts of kids who have all sorts of needs. For example: footprints, story wheels and think-sheets promote active, engaged and thoughtful reading for every kid who uses them

8. Powerful Practices are… EFFECTIVE The ALL strategies are research based instructional strategiesthat have been shown to impact student learning in powerful ways. They are not just activities done in one-off lessons, but strategic routines that develop ways of thinking, talking, acting and being. These practices will make the students’ time away from you as powerful as the time they are with you.

9. Powerful Practices are… STUDENT CENTERED ALL routines promote ACTIVE ENGAGEMENT BY LEARNERS. The goal is scaffolded practice and INDEPENDENCE. Once in place they serve as the FRAME for your kids’ thinking and behaviour. As they learn certain routines and practices they will TRANSFER them from one year to the next as they progress through school.

10. In ALL we have five areasof focus: Reading Comprehension Reading Fluency Foundational Reading Practices Word Study (How words work as units of sound and meaning) HOTs (Higher Order Thinking skills in reading comprehension)

11. Let’s explore TWOPowerful Practices to promote ACTIVE, THOUGHTFUL Reading Footprinting (text annotation) Thinking Wheels

12. Your Turn… Using the two poems Drongo and Storm in the City: -Read and explore the meaning presented by the poets using Footprinting and Thinking Wheels *Resources: See the task ideas link on the ALL Website