Students often know how to read, they just don t use or know how to use effective strategies to get the full meaning fr

1. Need to help students understand WHEN and HOW to use the strategies and tools so they can use them independently.Need to help students understand WHEN and HOW to use the strategies and tools so they can use them independently.

2. Learning / Reading and Retention

3. Independent Strategic Readers Know how to make text make sense Have strategies to use Know how to struggle with text Develop the patience and stamina to stick with a text Know what is separating them from success with the text Know what they should do to fix the problem

4. READING NEXT: 15 Elements of Effective Adolescent Literacy Programs

5. 1) Direct, Explicit Comprehension Instruction Explicit strategies presented New tools / strategies modeled Many independent practices of tools and strategies Students use tools and strategies independently Multiple contexts for apply tools and strategies

6. 1) Direct, Explicit Comprehension Instruction (continued) Student discussions about what is read Asking students to explain their thinking Wide variety of text available Teachers model their own thinking Let�s look at how this might look in the classroom�

7. Categories of Instructional Strategies That Affect Student Achievement

8. Know how to approach new words and increase vocabulary. Connect new knowledge to make personal meaning. Think ahead to what might be coming in the reading. Continually evaluate one�s own understanding of what is read. Create images of what is read. Periodically summarize what is read. Use text features, cues and organizational patterns. Have a plan for how to approach the reading task. How you give the assignment can make a huge difference in how much and how well students read and comprehend the text.How you give the assignment can make a huge difference in how much and how well students read and comprehend the text.

9. Story about the boiler repair�Story about the boiler repair�

10. First bill� Need itemized bill�First bill� Need itemized bill�

11. New bill� New bill�

12. Teachers need to know which strategies and tools will work best with which students� that�s the art of teaching.Teachers need to know which strategies and tools will work best with which students� that�s the art of teaching.

13. Our mantra� �an effective teacher knows where to hit with the right tool, at the right time, and with the right content to make learning happen.

15. Know how to approach new words and increase vocabulary. Connect new knowledge to make personal meaning. Think ahead to what might be coming in the reading. Continually evaluate one�s own understanding of what is read. Create images of what is read. Periodically summarize what is read. Use text features, cues and organizational patterns. Have a plan for how to approach the reading task. How you give the assignment can make a huge difference in how much and how well students read and comprehend the text.How you give the assignment can make a huge difference in how much and how well students read and comprehend the text.

16. The Importance of Vocabulary Skills

17. Vocabulary Research Effective vocabulary instruction requires active and positive student participation. (Carr & Wixson, 1986) Personal engagement with a new word can lead to deep processing of meaning. (Dole, Sloan & Trathen, 1995) Researchers have named vocabulary knowledge as the most important factor in reading comprehension. (White, Sowell & Yanagihara, 1989)

19. So what about context clues? Context clues can be helpful in figuring out what a word means� But be careful�

20. Fill in the Blanks�

21. How�d you do???

22. Why not look up the word in the dictionary? Think about what happens when a student looks up a word. Define the word �up��

23. A two-letter word that has more meaning than any other word� �UP�

24. The word �UP��

25. The Word �UP��

26. The Word �UP��

27. So what are the alternatives?

29. Game: Categories

30. Indirect vs. Direct Instruction of Vocabulary Words 7-14 meaningful exposures to a word before it become part of your working vocabulary Best to explicitly teach the key vocabulary of the content area

31. The Relationship Among Time Spent Reading, Reading Achievement, and Vocabulary Acquisition of Fifth Graders

32. Intensive Instruction � Which Words? For words that are conceptually difficult For words that relate to a single topic For words that are important Important to understanding the assigned reading Important to general utility in the language Those words that represent complex concepts that are not part of students� everyday experience I tend to select words that I want students to use well when they write or talk about what I am expecting them to learn! Must go for the �Goldilocks� words � words that are not too difficult but just right! Words that engage in �cognitively challenging talk� about words and the concepts to be learned - - words that comprise the �language of your content area.� Note: Just because a word is �unfamiliar� to the students doesn�t get it on the �critical term� list � Ask yourself: Which words will be conceptually difficult for the reader! Teach those! If I were a music teacher � and wanted by students to understand �jazz� � my �critical terms� might be: jam, improvise, riff, modulations, vibrato, cabaret, speakeasy, embouchure � they develop the concept I want them to understand � but may be conceptually hard for them initially; they are all related to a single topic, JAZZ, and they are important to understanding jazz! Don�t rely on the text to pick your words � you know your kids � and the learning you want them to accomplish!Those words that represent complex concepts that are not part of students� everyday experience I tend to select words that I want students to use well when they write or talk about what I am expecting them to learn! Must go for the �Goldilocks� words � words that are not too difficult but just right! Words that engage in �cognitively challenging talk� about words and the concepts to be learned - - words that comprise the �language of your content area.� Note: Just because a word is �unfamiliar� to the students doesn�t get it on the �critical term� list � Ask yourself: Which words will be conceptually difficult for the reader! Teach those! If I were a music teacher � and wanted by students to understand �jazz� � my �critical terms� might be: jam, improvise, riff, modulations, vibrato, cabaret, speakeasy, embouchure � they develop the concept I want them to understand � but may be conceptually hard for them initially; they are all related to a single topic, JAZZ, and they are important to understanding jazz! Don�t rely on the text to pick your words � you know your kids � and the learning you want them to accomplish!

33. Reflecting on Vocabulary Opportunities What activities do I ask students to do to learn the vocabulary terms? Generate own explanations/descriptions Create nonlinguistic/visual representations Ask questions to help generate information Other What opportunities to I provide to ensure periodic review? How do I monitor how well they know the terms? How do I help those struggling with terms/phrases?

35. Vocabulary �Cheat Sheet� TYPE words in ALPHABETICAL order on one half of page (folded vertically) Write a quick description of the word in as few a words as possible (one line only) Use word recognition chart to �front-load� the words prior to students reading the assignment

36. 1) Have strategies to use when encountering new words.

37. 1) Have strategies to use when encountering new words.

38. Reading Tools: What It Is and What It�s Not Vocabulary Wheels Five �Step Process My Personal Vocabulary Vocabulary Ball

51. Know how to approach new words and increase vocabulary. Connect new knowledge to make personal meaning. Think ahead to what might be coming in the reading. Continually evaluate one�s own understanding of what is read. Create images of what is read. Periodically summarize what is read. Use text features, cues and organizational patterns. Have a plan for how to approach the reading task. How you give the assignment can make a huge difference in how much and how well students read and comprehend the text.How you give the assignment can make a huge difference in how much and how well students read and comprehend the text.

52. Example of calling out the assignment as students are leaving the room�Example of calling out the assignment as students are leaving the room�

53. Example�Example�

54. Think about the reading you do� Do you always read for the same purpose?Think about the reading you do� Do you always read for the same purpose?

55. What the teacher thinks is important vs. what the student thinks is important�What the teacher thinks is important vs. what the student thinks is important�

56. Prior knowledge, knowledge of test cues and organization, etc.Prior knowledge, knowledge of test cues and organization, etc.

57. Reading Tool: Reading Assignment Plan (RAP)

60. Helping students to become better readers in turn makes them more knowledgeable about the content�Helping students to become better readers in turn makes them more knowledgeable about the content�

61. 8 Reading Strategies for Improved Comprehension Have strategies to use when encountering new words. Connect new knowledge to make personal meaning. Think ahead to what might be coming in the reading. Continually evaluate own understanding of what is read. Create images of what is read. Periodically summarize what is read. Use text cues and features and text organization to aid understanding. Have a plan for how to approach the reading task.

62. Categories of Instructional Strategies That Affect Student Achievement So what does the research tell us about what we need to do to help students? Explain the concept of effect size using the Boston Marathon as an example.So what does the research tell us about what we need to do to help students? Explain the concept of effect size using the Boston Marathon as an example.

63. �Fish is Fish� example� Give background of story� Then one day, with a happy splash that shook the weeds, the frog jumped into the pond��Fish is Fish� example� Give background of story� Then one day, with a happy splash that shook the weeds, the frog jumped into the pond�

64. Read story�Read story�

66. Cows, said the frog, Cows! They have horns, eat grass and carry pink bags of milk�Cows, said the frog, Cows! They have horns, eat grass and carry pink bags of milk�

67. And people�And people�

68. That night, images of all that the frog had described floated through the fish�s dreams� �Marble� statue exampleThat night, images of all that the frog had described floated through the fish�s dreams� �Marble� statue example

70. Prior Knowledge and Schemata

71. What schema did you use?

74. How do you build prior knowledge? How help students understand the vocabulary? How build interest? What generates interest? Relevancy and emotion. Hamlet exampleHow do you build prior knowledge? How help students understand the vocabulary? How build interest? What generates interest? Relevancy and emotion. Hamlet example

75. How do we help students connect� Pre-Reading: What do I already know or think I know about the topic? During Reading: How does what I am learning make sense with what I already know? After Reading: What new learning did I gain from the text? What did I read about that I didn�t know before?

76. 2) Connect new knowledge to existing knowledge to make personal meaning.

77. 2) Connect new knowledge to existing knowledge to make personal meaning.

78. Reading Tools: How Sure Are You Connections, Points and Questions Ready-Set-Go-Whoa Comparison Matrix Chart Making an Analogy A Rose by Any Other Name Four Quadrants

96. 3 Steps for Comprehension: Pre-Reading 1. Think about what you already know about the topic 2. Scan the text to build a �framework� for meaning During Reading 3. Stop and think often to process meaning

97. 1. Think about what you already know Strategy 1: Vocabulary Strategy 2: Connect new knowledge Some Tools: Front-Load the Words How Sure Are You? Ready-Set-Go-Whoa

98. 2. Scan the text to build a framework for meaning� Strategy 2: Connect new knowledge Strategy 3: Think ahead Strategy 7: Use text features Some Tools: A Brief Look Thinking Through the Reading Assignment My Own Perspective

104. 3. Stop and Think Often Strategy 2: Connect new knowledge Strategy 4: Continually evaluate understanding Strategy 5: Create images of what is read Strategy 6: Periodically summarize Some Tools: Connections, Points and Questions Pause and Reflect Chain Reaction Common Ground Comparison Matrix Chart One Step at a Time

116. And in conclusion� Reading is THINKING THROUGH TEXT Reading for meaning is important for success in life and in the workplace We CAN improve students� chances of a successful and productive future by giving them the literacy skills they need!