Strategic Reading for Adolescents

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

2. Agenda 9:00 - Introductions & announcements 9:15 – 10:30 - Objectives What Is Reading? Most Important Sentence (strategy) Montebation of Traxalene Factors Contributing To Poor Rdg. Ability 10:30 – 10:40 - Break 10:40 – 12:00 - Reading Strategies 12:00 – 1:00 - Lunch 1:00 – 2:30 - Break 2:40 – 4:00 - Reading Strategies Culminating Activity

3. 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.

4. What Is Reading? Activity • On a sentence strip, write a one-sentence answer to the question, “What is reading?”

5. 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

6. 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.

7. 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

8. 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

9. 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

10. 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

11. Before-Reading Strategies • Word Splash • Probable Passage (before- and after-reading) • Anticipation Guides (before- and after-reading)

12. 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

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

14. After-Reading Strategies Good readers use after-reading strategies: • Summarize • Reflect • Analyze • Evaluate To ensure optimal comprehension, teachers must use after-reading strategies

15. After-Reading Strategies • Word Sort • Tea Party (before- and after-reading) • 3-2-1 • Text Reformulation

16. 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

17. 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

18. 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.

19. 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

20. Concluding Thoughts Contact me for further work with using reading strategies:828-455-2812 (mobile phone) martha_lamb@catawbaschools.net Don’t forget to evaluate this workshop on SchoolLink; evaluation should be available to you tomorrow

21. 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.” return