Reading Strategies

1. Reading Strategies CONTEMPORARY McGraw-Hill/Contemporary Maxine McCormick 609-234-9603

2. Content literacy is the ability to use writing and reading for the acquisition of new content in a given discipline.

3. Basic Theory • Reading is a transaction between the reader and the text • Each time a reader interacts with text, prior knowledge is used to understand the material • Targeting prior knowledge combined with guided reading create increased comprehension • Metacognitive skills increase a reader’s ability to transact

4. Three Types of Reading Strategies Pre-Reading Strategies During Reading Strategies After Reading Strategies

5. What Can YOU Do? 1. Set the Stage • Identify reading strategies • Explain how to use reading strategy • Discuss lesson AND reason for teaching it • Explain the expectations and raise the “level of apprehension” with a mechanism for accountability 2. Model how to use reading strategy • Teach the strategy • Provide opportunity for group, collaborative group, individual practice • Reflect • Discuss how to use strategy in other classes

6. What Can YOU Do? 3. Reinforce strategy with guided practice • Review steps • Establish criteria for effective use of strategy • Use strategy as a teaching tool • Reflect on uses of strategy 4. Encourage independent application of strategy • Return to strategy, or mention periodically • Provide opportunity practice – writing assignments • Encourage personal adaptations • Require student self-assessments of success

7. Congress Votes for Independence In June 1776, the Second Continental Congress created a committee to write a draft for a declaration of independence. The committee asked Thomas Jefferson, one of its members, to write the draft. After making a few changes, the committee sent Jefferson’s document to Congress. On July 2, 1776, the Continental Congress voted in favor of independence. “Yesterday,” John Adams wrote on July 3, “the greatest question was decided, which ever was debated in America.” On July 4, Congress voted to approve Jefferson’s Declaration of Independence. It announced to the world that the thirteen former British colonies had become the free and independent United States of America. The Declaration of Independence In the Declaration, Jefferson took care to explain why the colonists cut their ties with Great Britain. People, he wrote, “are endowed by their Creator with certain unalienable Rights.” Among them is the right to “Life, Liberty, and the pursuit of Happiness.” All people, he said, are justified in getting rid of any government that abuses those rights. He then included a long list of abuses by King George III, who tried to establish “an absolute Tyranny over these States.” Tyranny is a government in which one person has absolute power. By basing the Declaration on broad principles that apply to all people, Jefferson made the document a declaration of human rights. He defended everyone’s right to get rid of an oppressive government. This has made the Declaration a timeless, living document. It continues to inspire people in their search for freedom, liberty, and dignity. Source: American History 1, by Matthew T. Downey

8. Pre-Reading Strategies

9. Most Strategic Readers Build up and review prior knowledge about reading and the topic Set purpose for reading Determine methods for reading based on the purpose Most Poor Readers Start reading without thinking about the process of reading or the topic Do not know why they are reading but merely view the task as “an assignment” Strategic vs. Poor ReadersPre-Reading

10. Why Use Pre-Reading Strategies? • Set the purpose for reading • Review important vocabulary words and terms • Access prior knowledge • Intellectual Hook: Students may lack background knowledge about the topic. This can lead to problems with vocabulary since they can’t put terms in context. • Multiplier Effect: Students may have background knowledge but fail to use it or connect it to the current text. Pre-reading activities help to trigger this connection and can help other students trigger as well. • Cling Factor: Students may have background knowledge that is incorrect or incomplete. This causes them to “cling” to erroneous facts and what they THINK is true. • Visualize and predict • Determine importance

11. Word Splash Two Types Student Generated - The American Revolution Teacher Generated ► Red Coats ► Colonies ► Bunker Hill► Washington ► Congress ► 1776

12. Anticipation Guides • _____ The Declaration of Independence was a list of complaints against King George III. • _____ The Articles of Confederation were weak and ineffective. • _____ The Declaration of Independence is a model for documents in other countries.

13. KWL (Still) (How) What I Want To Know What I Learned What I Know

14. Vocabulary Knowledge Sheet • Give students a list of words they will need to know for the reading. In a chart have them check whether they “know it,” “think they know it” or “don’t know it” • Have them discuss in groups so everyone “knows” the same words (add synonym) • Go over as a class any words no one knows

15. DuringReading Strategies

16. Most Strategic Readers Complete attention to reading task Self-monitor comprehension Stop and seek out information when lacking comprehension Use context and other clues to better understand new terms Synthesizes during reading Ask questions Talk to self during reading process Most Poor Readers Do not eliminate distractions Do not know if they understand Do not recognize when they don’t understand Rarely use strategies to increase comprehension Skip unfamiliar terms Do not integrate text with prior knowledge Read without reflecting on meaning of text Don’t seek help Strategic vs. Poor ReadersDuring-Reading

17. Why Use During-Reading Strategies? • Reframe the purpose for reading • Review important vocabulary words and terms • Reinforce prior knowledge • Synthesize content with prior knowledge • Link concepts • Time Management

18. Annolighting Step 1: Highlight key words and phrases in a text Step 2: Annotate important sections Use annotations to create an outline or writing piece that demonstrates understanding and mastery of content. Place restrictions on students (i.e. cannot highlight more than 5 words in a row, etc.)

19. Sticky Notes Annotating • Sticky notes can be used to develop a summary or a paraphrasing of reading material. • Have students write short statements about each paragraph after reading. • Use the sticky notes to create an outline for a writing assignment that summarizes or paraphrases the content material.

20. Key Concept Web • Provide students with a key concept for a reading section. • As they read, have students add to a concept web with the Key Concept in the center.

21. Example

22. Venn Diagram Colonial British Professional Army Volunteer Militia Determination

23. Write a Question: Subheads • Have students skim each lesson or chapter, reviewing Headings, Sub-Headings, Maps, Captions, and Illustrations. • Then ask them to turn their subheadings into questions (usually how or why) • Students can check for understanding if they can answer the questions

24. Write a Question: Pictures/Captions • Students can preview the text by looking at ONLY the pictures/captions, images, maps, and charts. • Ask them to write pre-reading questions based on their preview. This works well with a KWL chart.

25. Write a Question: Vocabulary • Ask students to skim the lesson or chapter looking for vocabulary words and terms. • Have students make a list of key terms and words on the board, or in their notebooks. • Work with a partner to write pre-reading questions based on the words. • After the lesson, review the questions and answers to ensure proper context.

26. Summary Vocabulary Integration • Have students integrate vocabulary words and terms into a summary statement that shows understanding of the topic.

27. Compare and Contrast • Use a T-Chart to develop a comparison and contrast list while students are reading. • Use bulleted items to create an outline for a writing exercise. Ideal for social studies lessons that examine two or more concepts: → Revolutionary War and Civil War → Economic and Societal Causes of War → Political and Religious Outcomes of Reformation

28. T-Charts • T-Charts can be used to keep track of: • Dates and Events • People and Events • Causes and Effects People Events Jefferson • Declaration of Independence • Continental Congress

29. Multi-Column Charts • Use to keep track of: • Dates • Events • People • Causes and Effects • Geography • War • Etc.

30. Interactive Notes This two-column note-taking strategy encourages students to interact with the text. Column 1: Have students take notes based on content of text, presentation/lecture, video, etc. Column 2: Students should interact with the content through reflection (thoughts, comments, connections, illustrations)

31. Guided True and False – Level A _____1. The Declaration of Independence was written by (Adams). ____________ Students should indicate True or False, then correct any false statements. They can also be asked to provide the page and paragraph where the correct information can be found. F 1. The Declaration of Independence was written by (Adams). Jefferson

32. Guided True and False – Level B Provide general statements based on the text. Students should place a check mark next to statements that can be proven by the text, then indicate where they found proof of the statement. _____2. The First Continental Congress approved the Declaration of Independence. (page___ paragraph___)

33. Guided True and False – Level C Provide broad reaching statements based on the overall key concepts. Students should place a check mark next to statements with which they agree and can be supported by the content material. The statements should be broad enough to generate classroom discussion and even debate. _____1. The Declaration of Independence continues to serve as a model for democratic government today.

34. Guided Paragraphs On July 2, 1776, the ___________ Congress voted in favor of independence. “Yesterday,” John Adams wrote on July 3, “the greatest question was decided, which ever was debated in America.” On July ____, Congress voted to approve Jefferson’s _______ of Independence. It announced to the world that the thirteen former ________ colonies had become the free and independent United States of ________.

35. Guided Outline--Reading Selection 2-- The Declaration of Independence I. Why colonists cut ties with ________ A. people have “________ rights” B. people can get rid of ________ that abuse C. King ________ was a tyrant II. Declaration of ________ applies to everyone A. written by ________ ________ B. declaration of ________ rights C. inspires search for freedom, ________, dignity

36. Outlining I. First Major Point A. First Supporting Detail 1. First sub-detail 2. Second sub-detail a. First sub-point b. Second sub-point B. Second Supporting Detail (must be at least 2) II. Second Major Point (must be at least 2) A. First Supporting Detail B. Second Supporting Detail

37. Timelines • Timelines help develop frame of historical reference. • Timelines allow students to add details and supporting facts as means of incorporating concepts, not only dates.

38. Annotated Timelines Ask students to develop a timeline of a given chapter. Use extended annotations to help draw attention to important facts and related information.

39. Think and Share • After reading a selection, have students put down their books and explain the section to a partner. • The partner should then write questions based on the explanation and have the reader answer them.

40. Think, Pair, Share Step 1: Pose an open ended or challenging question. Have students think of their own ideas first Step 2: Allow students to discuss answers in pairs or small groups – aids in incorporating prior knowledge Step 3: Ask students to share their partner’s or group’s answers with the class – students are more willing to take chances by answering after hearing ideas from classmates. Also makes them accountable for the information

41. Question, Thought, Opinion • As students read a selection, have them stop at the end of each paragraph. • In pairs, have students pose a question, state a thought, or give an opinion based on the selection. • The partner should write down the ideas of the person sharing.

42. Post-Reading Strategies

43. Most Strategic Readers Decide if reading goals have been met Evaluate understanding Summarize main ideas Seek additional information from outside resources Distinguish between important and unimportant information Paraphrase and critically examine text Personalize and integrate text Use study strategies to retain knowledge Most Poor Readers Do not know what they have read Do not follow reading with self-check Rely on author’s words for facts Do not go beyond surface examination of text Apply no conscious strategy to help remember and incorporate new ideas Strategic vs. Poor ReadersPost-Reading

44. Why Use Post-Reading Strategies? • Evaluate the goals of reading • Review important vocabulary words and terms • Reinforce new knowledge • Synthesize new content with prior knowledge • Link ideas to broader concepts • Analyze learning process and strategies • Self-evaluate success and outcomes of reading strategies

45. Headlines and Leads • Headlines provide a short explanation of an event • A lead paragraph of a news story provides the 5 Ws of the event • Have students create a headline and a lead paragraph for the lesson

46. Example 1 Tsunami Death Toll Now Exceeds 162,000 By ASSOCIATED PRESS, Jan. 16, 2005 “BANDA ACEH, Indonesia (AP) – Deputy Secretary of Defense Paul Wolfowitz on Sunday wrapped up a visit to Indonesia, where officials along the obliterated Sumatran coast reported finding 5,000 more bodies, raising the death toll in one of the world’s worst natural disasters to more than 162,000.”

47. Example 2 Education-economy link stressed as Easley kicks off second term By ASSOCIATED PRESS, Jan. 15, 2005 “RALEIGH – Keeping to his credo linking education to the economy, Gov. Mike Easley began a second term Saturday by redoubling his commitment to ensure the state’s citizens succeed in the global contest for jobs.”

48. Flowcharts Flowcharts help students organize information chronologically – an important skill that can be utilized in the social studies. Flowcharts can be used to illustrate relationships cause effect/cause effect

49. Vocabulary in Context • Make a list of vocabulary words or terms that are important to the reading lesson. • After they read, students should use each of the words or terms in a sentence that clearly demonstrates their understanding of the word or term in context.

50. 30 Second Summary • Have students write a summary of no more than 10-15 words (depending on the length of the reading) • Forces students to compare all the information and make choices on importance to synthesize their thoughts • Can also be used as an assessment tool