LSSU: EDUC 690

1. LSSU: EDUC 690 READING METHODOLOGIES

2. WELCOME TO DAY 1 Before we begin: Parking Lot and Post-Its We are going to start today with the end in mind. Think of your answer to the following questions:

3. Quinn’s Six Questions What am I teaching and to whom? Why am I teaching it? How am I teaching it? Why am I teaching it that way? What evidence will I collect to show my kids are getting it? How will my students know they are getting it?

4. Starting F R E S H • F – Focus • R – Reading • E – Enthusiasm • S – Strategies • H - Holistic

5. F R E S HFOCUS • Learner Centered Instruction • Project Based Learning • Inquiry Based Learning • Academic Vocabulary • Collins Writing • WorkKeys Components • Ford PAS

6. F R E S HREADING • This year’s primary focus is on content area reading comprehension strategies

8. F R E S HENTHUSIASM • Activity 1: Working at your tables, I’d like you to come up with 10 things good readers do. Work on this for the next 5 minutes or so.

9. Metacognition Self-Monitoring Making Connections Questioning Visualizing Inferring / Predicting Determining Importance Synthesizing F R ESHSUPER8 STRATEGIES

10. F R E SHHOLISTIC Everyone is responsible for teaching reading PAL: Promote All Learning We will often look at the reading comprehension levels of students by grade level We will work across the curriculum to help our students in every class

11. F R E SHHOLISTIC The Common Core State Standards insist: “…that instruction in reading, writing, speaking, listening, and language be a shared responsibility within the school…The grades 6-12 standards are divided into two sections, one for ELA and the other for history/social studies, science, and technical subjects. This division reflects the unique, time-honored place of ELA teachers in developing students’ literacy skills while at the same time recognizing that teachers in other areas must have a role in this development as well.

12. F R E SHHOLISTIC Most of the required reading in college and workforce training programs is informational in structure and challenging in content; postsecondary education programs typically provide students with both a higher volume of such reading than is generally required in K-12 schools and comparatively little scaffolding.” The National Assessment of Educational Progress includes an increasing proportion of informational text on its assessment.

13. Why teach comprehension strategies?

14. METACOGNITION Read the passage on the following page and answer the questions that are found in your packet.

15. Savertic is a worful brog with many fribbles. It rives from erantic, an olium which sporfs like danet. Erantic quizzles various gromes, which cadders excarp by glarking the erantic and wramming it in fosser-sarped zorbs.

16. METACOGNITION AND MONITORING Does Reading = Comprehension?

17. METACOGNITION DEFINITION What is metacognition?

18. Peirce (2003) references Taylor’s (1999) definition: an appreciation of what one already knows, together with a correct apprehension of the learning task and what knowledge and skill it requires, combined with the agility to make correct inferences about how to apply one’s strategic knowledge to a particular situation, and to do so efficiently and reliably.

19. Reading Strategies Questionnaire • Check binder • Answer the questionnaire as one of your students might

20. Metacognition Tool Kit • Check binder

21. METACOGNITION STRATEGIES • Check binder: During Reading: Three Voices in Our Heads

22. METACOGNITION STRATEGIES Read with me as I demonstrate: • The following excerpt is taken from an article titled “The Demon in the Freezer” by Richard Preston:

23. “The smallpox virus first became entangled with the human species between three thousand and twelve thousand years ago, possibly in Egypt at the time of the Pharaohs. Somewhere on earth at roughly that time, the virus jumped out of an unknown animal.”

24. Your Turn Handout from binder: Practice Prompt - Three Voices Read through and make notations of 3 inner voices if you were to use this with students

25. METACOGNITION STRATEGIES • Check binder During Reading: Say Something Say Something Prompt Also note: Sentence Starters for Discussion

26. METACOGNITION STRATEGIES • Check packet During Reading: Three-Minute Pause Consider: Working at a computer for an hour during prep, preparing for the next day’s class, then turning off the computer.

27. ADVANTAGES OF 3 MINUTE PAUSE ACTIVITY: Students are reminded that merely hearing, viewing, or reading is not enough, they must also stop periodically and think bout what they are experiencing Students assist each other in constructing personal meanings of important content Students are asked to verbalize their learning both to others and to themselves These strategies can be modified for all levels and content areas

28. SCHEMA (BACKGROUND/PRIOR KNOWLEDGE) • *Introduce prior to the strategies for reading comprehension! • In 7 Keys to Comprehension, Zimmerman & Hutchins define schema (background knowledge) as the meaning you get from a piece of literature that is intertwined with the meaning you bring to it. A layering occurs, a weaving of past and present, an amalgam of old and new ideas and experiences. When you read, sometimes you activate your schema or you build upon it. • Schema helps students understand the strategies for reading comprehension!

29. Sharing Schema • It’s important to connect with students by modeling, as mentioned previously. • Share your schema and explain how it’s important to reading. • In your packet-find my schema.

30. ABC Brainstorm • Check your binder: • Jones uses this technique to get students in touch with the topic and what they know about it

31. METACOGNITION • Heinemann’s BDA worksheet • Example • Note: SWBS = Somebody wanted, but, so

32. SELF-MONITORING Thinkmarks Click or Clunk Fix-ups Monitoring Cards Special Needs Procedure Inner-Voice Sheet

33. RESEARCH Find an article on reading comprehension Note: Annotate and summarize Assumptions made by the author What you Agree with What you might Argue with What you want to Aspire to

34. REFLECTION TIME FordPAS: Ford Partnership for Advanced Studies: Pillars Norms: Establish Protocols Quinn’s Six Questions 4 A’s Protocol Share your research information: One person from each discipline Wear a T-Shirt having to do with a favorite sport team on Wed

35. WELCOME TO DAY 2 • Fortune Cookie Warm-up • Let’s Review: Think about some of the things we discussed yesterday– pair up with a partner. Discuss for 2 minutes. Then we’ll share.

36. Strategies for Reading Comprehension • Poster review of strategies good readers use by Ellin Keane. Poster from the website: For the Love of Teaching Http://www.fortheloveofteaching.net

37. MAKING CONNECTIONS • Readers bring own experiences and background knowledge to the text • Text-to-self • Text-to-text • Text-to-world

38. MAKING CONNECTIONS TEXT-TO-SELF My Personal Connections Double-Entry Journal Practice Three Column Notes

39. MAKING CONNECTIONS TEXT-TO-TEXT T-Chart TEXT-TO-WORLD Do You Take the Oath?

40. QUESTIONING • Questions help students clarify and deepen understanding of the text. • We need to emphasize that questioning of text is different than asking-answering questions about the text. We need to emphasize inner questioning.

41. WHY READERS ASK QUESTIONS: • -clarify meaning • -speculate about text yet to be read • -determine author’s style, intent, content, or format. • -focus attention on specific components of the text. • -locate a specific answer in the text

42. Let’s see how questioning can be used:

43. QUESTIONING • BDA Questioning • Math Demonstration • QAR Info • Work with a partner • Lewin’s Article

44. RESEARCH • Continue article search • Work with your partner on QAR exercises

45. REFLECTION Debrief QAR work Collins Writing T-shirt Raffle Wear something having to do with something you enjoy doing on Thursday