Reading Strategies

1. ReadingStrategies To Enhance 6th-8th Grade

2. Create Norms • What norms are necessary to ensure that our two days are productive?

3. Picking Stickies • What burning questions do you have about the standards or standards training? • Where have you taught and how long? • Have you read a good book lately (professional reading or pleasure reading)?

4. Picking Stickies • Find a person in the room who is wearing the same (or a similar) color as you. • Share the information on your post-it notes. • Write down any book titles or burning questions that interest you. • Raise your hand to locate another partner and repeat steps 1-4 until the timer stops. • Place your burning questions on the Parking Lot.

5. Standards Review New ELA Standards Former READING Standards • Compare and Contrast • What do you notice about the: • language • organization • focus on reading • Draw a Conclusion: • Which standards would be more beneficial to the students in your reading class? Why? • Choose a speaker to present this information to the group.

6. To give teachers more strategies to encourage their students to use higher order thinking skills. To review the reading standards and understand that not all reading standards are embeddedin the new Language Arts standards. Objectives

7. Getting to Know the Language of the Standards 1. Locate your counterpart • Introduce Yourselves: Name, Current Job Title, School • Review your word and definition. 4. Gather around the Word Wall. • Each group will share the word and definition with the group. 6. Each group will meet another group and exchange information. 7. We will meet at the Word Wall to present the words and place words and definitions on the wall next to the visual

8. Discussion • How can you use this activity in the classroom? • What is the benefit of using a Word Wall? • Interactive vs. Stagnant • Organization of Word Wall • Progressive Word Wall vs. Traditional

9. Progressive Word Wall • With a progressive word wall, the students are responsible for adding an application to the word. • Multiple Exposures • If it takes at least 14 times for a student to learn a word by sight, think about the number of words a student can learn by interacting with it on a daily basis.

10. On The FenceYear Round School? • Pre-Reading/ Post-Reading • Students are able to discuss points of view without bias and those who are “undecided” are able to hear discussion from each side. Those “on the fence” then choose a side.

11. On the Fence • Should MNPS move to a year-round calendar? • Write your rationale under YES or NO. • Stand on either side of the fence to indicate your answer to the question. Be prepared to defend your position. • Read the article(s). • Write your conclusion. Did you change your mind? Why? / Why not?

12. QVCIPC Created By: Donna Moore • Mnemonic Device • QVC Is Pretty Cool • Makes students aware of comprehension strategies and facilitates open discussion. • Is a before, during, and after reading strategy. • Can be used in all subject areas.

13. QVCIPC • Question • Visualize • Connect • Infer • Predict • Conclude

14. Question • What is Happening? • Where? • When? • Why? • Who? • Did What?

15. Visualize • I See… ---------------------------------------------- • Allows students to discuss how they see the story as they are reading. • This DOES NOT remind them of something in their own life.

16. Connect • This reminds me of… ---------------------------------------------- • In connecting with the story, students are able to talk about events in their own lives, other texts, and the world that relate to the story.

17. Infer • I think… because… ---------------------------------------------- • Students must explain why they think the way they do. Students apply more to their answers by being able to explain.

18. Predict • I Predict… because… ---------------------------------------------- • Have students explain why they think it will happen. Creates more discussion and deeper answers as they read.

19. Conclude • My conclusion is… ---------------------------------------------- • Students are able to give more meaningful conclusions to their writings and discussions by using these six strategies.

20. QVCIPC • Question – Who? What? When? Where? Why? Did what? • Visualize – I see… • Connect – This reminds me of… • Infer – I think…because… • Predict – I predict…because… • Conclude – My conclusion is…

21. QVCIPC • Question – Who? What? When? Where? Why? Did what? • Visualize – I see… • Connect – This reminds me of… • Infer – I think…because… • Predict – I predict…because… • Conclude – My conclusion is…

22. Think Silently • Use non-print text or short text • Give students opportunities to use visualizations to express their ideas.

23. Fishbowl 1. Read the article and mark it using QVCIPC, highlighting, etc. • Number off • 1 - ___ • Evens sit in the inner circle; odds sit in the outer circle. 4. Participants in the inner circle discuss the article. • If an outer-circle participant wishes to discuss, s/he must stand up, tap an inner-circle participant, and change seats.

24. Create a Flip Chart

25. Table Discussion of Standards • Review the reading standards. • With the people at your table, discuss which standards would be addressed with each activity you participated in today.

26. two stars and a wish Two Stars: Wish:

27. Reading StrategiesDAY 2 To enhance 6th-8th Grade

28. Review Norms • Turn off your cell phone or put it on vibrate. • Take restroom breaks when needed. • Limit sidebar conversations. • Be a team player. • Be respectful. • Participate in all activities.

29. Share One, Get One • A quick way for students to recall information or chunk a lesson. • Helps students move information from short-term to long-term memory. (10-24-7 Research, Quantum Learning) • Students interact with material (more than just writing it down).

30. Share One, Get One • Fold a grid with 9 blocks (like Tic-Tac-Toe) • Use any 3 squares to write down 3 ideas that were presented yesterday. • Move around the room asking other participants to fill in a square with a different idea. They will initial the square. • You may be seated after all 9 squares are filled. • Summarize the information. Add this strategy to your flip chart.

31. Review TN DOE Website • Curriculum Standards • www.state.tn.us/education/curriculum.sh • Electronic Learning Center • http://tnelc.org

32. Active Engagement Format of Lessons • Activate and build prior knowledge. • Guide active silent reading. • Clarify, Reinforce, Extend Knowledge

33. RAN • Reading and Analyzing Nonfiction Text • Before, During, and After Reading Strategy • Similar to KWL, but encourages higher order thinking.

34. RAN • What I think I know • Confirmed • Misconceptions • New Learning • Wonderings • Summary/Reflections

35. RAN • Work in pairs • On a post-it note, write down what you know about Safe Haven laws in the U.S.? • Read the text to confirm ideas or discover misconceptions, new learning, and wonderings. • Reflection • Was the strategy successful? • What did you think about as you were reading (metacognition)? Did you QVCIPC? Which reading strategy is most helpful for you? Add this strategy to your flip chart.

36. Preview Content Vocabulary • Graphic Organizer • Based on the title, predict expected vocabulary. (Brainstorm) • List actual vocabulary words on 1/3 sticky • Place sticky in appropriate box on graphic organizer. • Read nonfiction text as shared, interactive, or silent reading. • Revisit graphic organizer & move stickies if necessary.

37. Content Vocabulary • Wistful • Bough • Heron • Pettish • Housebreaker • Chafed • Talon • Twitter • Ponderous • Wend • Pinions Add this strategy to your flip chart.

38. Celebrating Milestone Birthdays Many people observe their milestone birthdays. Have you ever celebrated an extra-special birthday (21, 30, 40, 50…)? How did you celebrate? Do you think it is a good or bad idea to celebrate these milestones? Why/Why not? Explain in a paragraph.

39. Somebody, Wanted, But, So During Reading Strategy • Read a portion of the text • Stop periodically to complete the SWBS chart Somebody Wanted But So • Add this strategy to your flip chart.

40. Twitter • What are you doing? • After reading Nightmare in Yellow, create a series of twitter entries from the husband’s point of view, wife’s point of view, and a guest’s point of view.

41. Welcome to Twitter Following (Name goes here): Watching the NBC news special. 5:17 PM June 5th Watching American Idol 6:34 PM May 6th We are getting ready to go to Carolyn’s affair 9:07 AM Apr 25th Checking my email and relaxing 5:53 PM Apr 22nd My email address is active 8:18 PM Apr 21st Trying to twit 2:37 PM Apr 17th Watching Oprah 2:15 PM Apr 17th Getting ready to watch a movie 5:49 PM Apr 15th • Add this strategy to your flip chart.

42. 7 Keys to ComprehensionBy: Susan Zimmerman and Chryse Hutchins The 7 Keys, pp. 5 - 6

43. Book Pass • Allows students to view different texts that address a common theme. • Teach students how to choose a book for independent reading. • Allows students to examine a significant number of books, in a short time.

44. Book Pass Directions • Choose a seat: • Professional Literature (outside circle) • Children’s Literature (inside circle) • Peruse each book for 2 minutes. • Write the title, author, comments, and rating (1-5) • 5=A Must Have • 4. When I call, “Book Pass,” pass your book to the left. • Add this strategy to your flip chart.

45. Vocabulary Tree • Choose a morpheme (word part) from the list. • Write the morpheme on the trunk of the vocabulary tree. • Write words containing the morpheme on the branches. • Cut out the vocabulary tree and tape it to construction paper. When Kids Can’t Read, What Teachers Can Do by:Kylene Beers • Add this strategy to your flip chart.

46. Three Facts and a Fib • Student created. They use three facts from the story and then create a Fib. • Students are able to review with one another and allows the teacher to see who “got” what.

47. List, Group, Label • Brainstorm a list of words related to the topic. • Categorize the words into smaller lists. • Give each group of words a label that indicates the shared relationship.