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Secondary School Reading

Secondary School Reading. How reading expectations change in the secondary grades. What there’s more of:. What there’s less of: . More independent, informational text expected. Domain-specific reading instruction. Long and complex sentences. Abstract words.

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Secondary School Reading

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  1. Secondary School Reading How reading expectations change in the secondary grades

  2. What there’s more of: What there’s less of: More independent, informational text expected Domain-specific reading instruction Long and complex sentences Abstract words Latinate words (prefix, stem, suffix) Pronoun-referent confusion Tables, charts, maps, flow charts Expectation of prior knowledge

  3. Consider the reading expectations your students. To what extent do they do these three kinds of reading? For what purposes?How are they assessed? Do they understand the demands of different reading experiences? Do they need support? If so, where can they get it? Skimming Scanning Close Reading Directions High interest resource books; writing a few facts for the post card Background on a novel; Internet source Poetry Primary docs: Diaries maps speeches Supreme Courtj Dec Previewing next chapter Headings Time lines Pictures Maps Charts Getting idea about a genre Reading for details and inferences; re-reading is expected; consultation of outside sources may be necessary; text may have multiple interpretations Getting a quick overview Searching for specific information

  4. Summarize Analyze Reading Writing Writing Reading Short Time words Beginning or end of text Few modifiers Fewer dates, facts, figures What happens in the story/event Main idea Take it apart; look at the parts; put it back together; show how the whole is created by the parts Commentary Movie reviews Book reviews Explanation of politcal cartoon Describe Discuss Reading Writing Writing Reading Editorials Literary commentary Describe the life of a serf Describe features of Describe character Describe setting Defend or refute Position papers Expound upon Personal reflection Pros and cons Cause and effect Experiencial accounts Literature

  5. Kinds of Reading in Academic Classes: What? When? Why? How?

  6. Cornell Notes (aka: 3 column notes) Learn to create meaning from text: Let time elapse.

  7. Readability of Your Major Text • Select a page of your text. Read it, timing yourself carefully. Establish your speed. • Write five basic comprehension questions.

  8. Readability of Your Major Text Write five basic comprehension questions.

  9. Readability of Your Major Text 1. Have students read the page, timing themselves carefully. 2. Students answer the 5 questions. 3. Following the timed reading and the 5 questions, students write words from the text that they didn’t understand.

  10. Assessing Readability Read at your pace, or slightly slower One or two comprehension errors Fewer than five unknown words Read at your pace or faster No comprehension \ errors One or two unknown words Read significantly slower than you do More than two comprehension errors Five or more unknown words

  11. Reading Supports/Enrichments Enrichment recommended Support Needed

  12. Supports • Provide more visuals • Provide pre-reading expectations (overview)

  13. Supports • Provide guiding questions

  14. Supports • Establish a purpose for reading

  15. Supports • Pronounce unfamiliar words

  16. Scaffolding Strategies: ELA • Offer abridgements • Offer reading guides (Cliffs, Spark, BookRags) • Offer low-level “translations” • Audio version • Reading only selected parts • Shakespeare Made Easy, et.al. • Movie Version • Graphic Novels: Illustrated Classics

  17. Strategies Double-Entry Journals Aka dialectical journal: “Brain Prints” Literal Level: What is happening? • Reminds me of… • I don’t’ understand… • Predictions • Questions • Words that I want • Phrases that I like

  18. Strategies: What would you have to do to comprehend this text (explain it to someone else): Mark the text: delineate items Conversation Visual organizer: 1. Self-designed 2. Teacher-designed Composed one-sentence summaries, paragraph by paragraph Mental or written Paraphrase, simplify (summarize); outline Reread Relate the new to the known; identify the known (activating prior knowledge) Color code key words & definitions Picture

  19. Reading the Busy Page Essential Information Supportive Information Nice to Know

  20. Strategies Think of reading as a process: Before During After

  21. Strategies Think of reading as a process: Before: Preview: Establish expectations Meet new words Extract main ideas

  22. Strategies • Think of reading as a process: • Before: • Activate Prior Knowledge: • Knowledge through facts • Knowledge through experience • Knowledge through imagination

  23. Strategies Think of reading as a process: Before: Establish a purpose for reading: What am I looking for?

  24. Establish a Purpose for Reading “Mathematics, Language, and Culture” Purpose: …because you are interested in helping your ELL students Purpose: …because you are studying for your content area specialization test Purpose: …because a colleague said you would be interested in it

  25. Establish a Purpose for Reading Diversion, escape, enjoyment Answer to a question Affirmation of a belief Challenge to a belief Directions Inspiration Emotional connnection Facts and information What am I looking for?

  26. Strategies Think of reading as a process: During: Monitor for comprehension and adjust pace and focus Reread unclear part Seek outside help Establish a better “base coat” of prior knowledge (scaffolding)

  27. Strategies Think of reading as a process: During: Make meaning happen: Visualize Mark text Sub-summarize Generate questions

  28. Two Voices • The reading-the-words voice • The processing voice: • Do I understand this? • What is my purpose? • What is the pattern? • What does this remind me of? • If I don’t understand, what do I need to do?

  29. Strategies Think of reading as a process: During: Make meaning happen: Make connections: To other readings To self To world

  30. Strategies Think of reading as a process: During: Make meaning happen: Find the pattern

  31. The Importance of Patterns Common Patterns in Text: • Narration and description • Classification • Definition • Example • Cause and Effect • Comparison and contrast • Sequence; Process Analysis

  32. definition classification Cause & effect example description comparison & contrast narrative Text Patterns Process analysis

  33. Supporting Reading in Sec. Classes Encourage students to find patterns Model your thinking as a reader Establish reading expectations Encourage marking text Encourage “reading talk” (socialization)

  34. Mini-Lessons to Improve Reading 10-15 Minutes Purpose: to integrate skills teaching with content teaching “Teaching kids how to be smart.” Procedure: 1. Write the name of the mini-lesson on the board 2. Inform the students of its purpose 3. Spend no more than 5 minutes explaining the concept 4. Give 5-10 minutes of reading practice 5. Re-state the purpose

  35. Mini-Lessons • “Window Shopping” • “Word Previews” • “What Am I Looking For”

  36. Mini-Lesson #1 BEFORE “Window Shopping” Purpose: To establish main ideas before reading a chapter Procedure: Take 5-10 minutes in class having students page through the reading, noting all pictures, headings, graphics, other special visuals. Ask them to jot down what they remember, what they expect to find out from this segment.

  37. Mini-Lesson #2 BEFORE “Word Previews” Purpose: To establish background knowledge about new words in the text Procedure: Ask students to send up words in the upcoming reading that they “want to know more about” : 1. Words I think I’ve heard before 2. Words I have not heard before Select the most important words only. Consider phrases as well as single words.

  38. Mini-Lesson #3 BEFORE “What Am I Looking For?” Purpose: To establish a purpose for reading Procedure: Have students preview the text and write a few questions that they think the text will answer.

  39. Mini-Lesson #4 DURING “Think-Aloud” Purpose: To show students how skillful readers make meaning from text Procedure: Spend no more than 10 minutes reading aloud, stopping to explain what you are thinking as you read.

  40. Mini-Lesson #5 DURING “I Can Relate” Purpose: To embed new learning into existing knowledge Procedure: Help students make connections between what they are asked to read and themselves and the world: Text-text: How is this like other readings? Text-self: How is this like me and my world? Text-world: How is this like the larger world?

  41. Mini-Lesson #5 DURING “I Can Relate” When I lose comprehension, I say: How is this like me, my world, the larger world? What do I already know that is like this? Where does this fit into the “closet” of information in my own brain? What does this remind me of?

  42. Mini-Lesson #6 Three Kinds of Reading: Purpose: To teach students to read for an overview (skim), read to find specific information (scan), read for detail and implication (reading closely) Procedure: For a given segment of text, practice the three kinds of reading: skim, scan, read closely

  43. Mini-Lesson #7 DURING “Reading is Seeing” Purpose: To make meaning through visualization Procedure: Have students consciously visualize the concrete images that come to mind as they read. After reading, have them draw and discuss their mental pictures.

  44. Meaning-Making Activity #1 AFTER “Interim Open Book Tests” Purpose: To teach the skill of locating key information Procedure: Prior to a major test, give a timed open-book test. After the open book test, discuss with students the strategies that they used to locate the information.

  45. Meaning-Making Activity #2 AFTER “Student-Created Tests” Purpose: To connect students to main ideas Procedure: Have students work in pairs to create a test. Pairs exchange with other pairs to take each other’s tests.

  46. Meaning-Making Activity #3 AFTER “Student-Created Crib Cards” Purpose: To connect students to main ideas; to reward preparation; to be a window on student thinking about testing Procedure: Allow students to bring an index card with handwritten information that they can use on a test; collect the index cards

  47. Building Background Knowledge

  48. Four Indirect Ways to Build Background Knowledge Multiple exposures to targeted information Both linguistic and non-linguistic manipulation of information Vocabulary development: explicit and implicit instruction Virtual experiences

  49. Virtual Experiences That Build Background Knowledge • Reading • Social interaction • Educational TV, movies • Websites

  50. SSR (Sustained Silent Reading) 20 minute sessions Twice- three times weekly More than one year Student choice No formal accountability Wide choice of reading materials

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