Reading Workshop Day One

1. Reading Workshop Day One Introduction, Overview, & Before Reading Strategies

2. Our Goal Through the use of cross-curricular Reading strategies all students in grades 7-12 at New Berlin West Middle/High School will improve WKCE Scores from: • Minimal to Basic • Basic to Proficient • Proficient to Advanced

3. NB West Literacy Needs Assessment • I am confident my instruction leads to my students’ increased comprehension of my disciplines texts. • 68% Agree or Strongly Agree • My students’ read strategically. • 84% Don’t know, Disagree or Strongly Disagree • I am confident that my instruction leads to students’ increased use of academic vocabularies in my discipline. • 79% Agree or Strongly Agree • There is consistency in the academic vocabulary that is taught within my department. • 79% Don’t know, Disagree or Strongly Disagree

4. Professional Development Series • Before Reading Strategies • Asking & Answering Questions • Vocabulary Development • Understanding Text Structure • Summarizing, Synthesizing, & Reflecting • Comparing, Contrasting, & Categorizing • Adapting Literature Circles Across Content Areas/Collaborative Grouping • Interacting With Text

5. Activity Get in groups of four and discuss the following questions: • What are the different things that you read in a week? • What are the different purposes you have for reading? • What are the different process that you use for different types of reading: A. Before reading? B. During reading? C. After reading?

6. What Good Readers Do: Before Reading • Set goals/establish a purpose for reading • Preview • Predict • Activate Prior Knowledge

7. What Good Readers Do: During Reading • Read sequentially, skimming some parts and focusing on others • Reread some sections • Make notes • Tune in to main ideas related to reading goals • Check and adapt predictions • Monitor and repair comprehension • Connect to world knowledge • Make inferences • Paraphrase and Summarize passages • Respond to and evaluate text • Use context clues/Understand different types of context clues • Visualize/Construct Mental Images

8. What Good Readers Do: After Reading • Reread selectively • Summarize • Reflect • Apply • Compare and contrast

9. Explicit Teaching Model/Gradual Release Explicit Teaching Model Gradual Release Model I Do (Teacher Modeling) We All Do (Whole Group) We Do (Small Group) You Do (Indiv. Practice) • I Do (Teacher Modeling) • We Do (Guided Practice) • You Do (Indiv. Practice)

10. Today’s Focus: Before Reading Strategies • Set Goals • Establish a purpose for Reading • Preview • Use textual elements such as titles, headers, graphics, charts, index, etc. to figure out text structure and make predictions. • Predict • Make predictions about the content and then check and adapt those predictions during reading as new information is introduced. • Activate Prior Knowledge • Gather prior knowledge and experience related to a topic and make connections which aid in comprehension.

11. Strategy #1: KWL

12. Strategy #1: KWL (Modified)

13. Strategy #2: Prediction Chart

14. Strategy #3: Previewing Checklist Teach students 5 steps for previewing: • ___Read the Title: Think about what you already know about the topic. • ___Read all the headings and subheadings and bold print. • ___Scan the whole text to see how long it is and what it covers. Read the introductory sentence or paragraph. • ___Look at all the pictures, graphs, and charts. Read all the captions. Make note of words that are unfamiliar. • ___Read the chapter review summary and review questions (if applicable).

15. Strategy #4: Pre-Reading Checklist • ___Determine what you want to learn or find out from the material. • ___Look over what you will read. • ___Skim to find out how the author has chosen to present the material. • ___Ask yourself what you already know about the topic(s) the author will cover. • ___Jot some predictions on paper about what you expect to learn from the text.

16. Strategy #5: Multi-Pass PURPOSE: This strategy is used to preview information in a textbook chapter. The strategy is a series of passes the students make through the chapter to acquaint them with the Information in the chapter. First Pass: Students read the headings and subheadings and turn them into questions. If the textbook has section objectives or objectives by the paragraphs, students turn those into questions. Second Pass: Look at the visuals and read the captions. Third Pass:Read the sentences containing the boldfaced words to use the context to determine the meaning of the words. Fourth Pass:Read the introduction and conclusion. If the textbook has a chapter review section that explains what should have been learned, read that section.

17. Activity: Before Reading Jigsaw • Get in groups of four • Assign each group member a different one of the following strategies: • Strategy #1: KWL or KTWL • Strategy #2: Prediction Chart • Strategy #3: Previewing Checklist • Strategy #4: Pre-Reading Checklist 2. Complete the activity as if you were a student preparing to read the article titled “Supreme Decisions” that is included in your packet. 3. Discuss: How might the activity help students to comprehend challenging text? How could this activity be modified to be more effective for your students?

18. Strategy #6: Topic Survey • Develop a list of statements related to the reading topic which students can agree or disagree with. • Post an “Agree” sign on one side of the room and a “Disagree” sign on another side of the room • As you announce each statement, students move to the “Agree” side if they agree with it and the “Disagree” side if they disagree • After each statement, ask several students from each side of the room to justify their reasoning. * Can be modified as a writing or discussion activity

19. Sample Topic Survey Statements Salem Witch Trial Topic Survey Statements • Confessing to a crime you didn’t commit in order to avoid punishment is wise. • The difference between right and wrong is clear. • It is better to die for what you believe in rather than to lie to save your life. • That which doesn’t destroy us only makes us stronger. • It’s more difficult to forgive yourself if the person you have hurt doesn’t forgive you. • Courage means doing something even though it can be difficult and frightening. • A person is innocent until proven guilty. • Beliefs in opposition to common values should be illegal. • Justice is best determined in a court of law.

20. Strategy #7: Four Corners Students… • Get in groups of four • Write a topic in the middle of a piece of chart paper • Divide the piece of chart paper into four sections • Each student sits by one corner of the paper and writes what they know about the topic in one section (silently) • Students share at tables • Students summarize ideas (or compare/contrast, look for common themes, etc.) • One person from each group shares out to the class.

21. Four Corners Template Topic

22. Strategy #8: Speaker, Supporter, Arguer • Students get in groups of three and create three placards: • 1) Speaker, 2) Supporter, 3) Arguer • Each student chooses a role and places the appropriate placard in front of them • Teacher presents one side of a controversial topic related to the reading • The speaker must argue the side of the topic presented by the teacher • The supporter must support the argument • The arguer must oppose the argument • Give students 1 minute to prepare an argument • Give students 2 minutes to discuss in roles • Give students 1 minute to discuss their personal opinions on the topic • Students switch roles and the teacher presents a new topic.

23. Strategy #9: Anticipatory Questions Choose questions that: • Activate prior knowledge • Connect to life experience • Get students thinking about the topic(s) • Promote interest in the topic(s) • Encourage students to make guesses about the reading

24. Sample Anticipatory Question Stems • Think about a time when… • What do you know about… • If you could… • What do you think would happen if… • What do you want to know about… • Make a prediction about... • To what extent do you believe… * Students can journal, think-pair-share, discuss, create idea webs, etc.

25. Next Steps: Implementation • Go back to your classrooms and implement some pre-reading strategies. • Discuss implementation in your PLC’s and collect several samples. • Bring several before reading student work samples (per department) to the next PD meeting.

26. Activity: Reflection Get in groups of 4and discuss the following questions: • What other before reading strategies have you used successfully in the past? • What new strategies will you implement in your classroom? • What worries you most about a school-wide Reading initiative? • What excites you the most about a school-wide Reading initiative?