Building Proficiency Through Reading Strategies

1. AATSP-GA September 18, 2011 Building Proficiency Through Reading Strategies Ken Stewart 2006 ACTFL National Language Teacher of the Year Chapel Hill, North Carolina

2. 2 Workshop Guiding Question What instructional strategies can teachers use to ensure that through the integration of reading, students are successfully building proficiency in the Interpretive Communication mode? 2

3. AGENDA • Introductions Why read? The Role of National Standards • Interpretive Mode of communication • Perspectives, products and practices Pre-reading strategies • While-Reading Strategies • Decoding • Organizers • Comprehension checks • Synthesis • Cooperative learning techniques

4. Lunch • Post-Reading activities • Scaffolding the Interpretive Mode • Strategies for building proficiency in the Interpretative Mode • Vocabulary acquisition and retention • Assessment • Authentic Sources

5. GOALS FOR THE DAY • Learn strategies for building reading comprehension. • Pre-, post- and during-reading strategies • Take away engaging, communicative activities. • Learn ways to build vocabulary acquisition and retention to enhance reading. • Learn teaching strategies to meet a variety of student needs.

6. QUESTIONS 1. Put your burning issues on a post-it 2. See me at break 3. Email me: senorstewart@aol.com

7. 7 Three Modes of Communication

8. SOME THOUGHTS ON READING • Focus on students’ general understanding • Read with the class (make it a listening & speaking activity). • Set realistic expectations (speed, detail). • Pre-Reading is key. • Be sensitive about calling on students to read aloud. • Urge students to underline, annotate. (Reading is always a writing activity)

9. Integrate language skills. • Address cultural perspectives through reading. • Learn assessment strategies using rubrics. • Adapt texts for a variety of levels. • Build proficiency skills for all levels.

10. The Reading / Learning Process • BEFORE READING / LEARNING • Preview • Background knowledge • Set your purpose • DURING READING/ LEARNING • Monitor comprehension • Actively engage • Predict • AFTER READING / LEARNING • Practice • Organize • Communicate (written & oral)

11. READING POP QUIZ It is very important that you learn about traxoline. Traxoline is a new form of zionter. It is montilled in Ceristanna. The Ceristannians gristerlate large amounts of fevon and then bracter it to qualsel traxoline. Traxoline may well be one of out most lukized snezlaus in the future because of our zionter lescelidge. • What is traxoline? • Where is traxoline montilled? • How is traxoline quaselled? • Why is it important to know about traxoline? • important to know about traxoline?

12. 12 Skill Building in Context: Reading • It is really quite simple. First you arrange things into different groups. Of course, one group may be sufficient depending on how much there is to do. It is important not to overdo things. That is, it is better to do too few things than too many. In the short run this may not seem important but complications can easily arise. A mistake can be expensive. At first the whole procedure will seem complicated. Soon, however, it will become just another facet of life. It is difficult to foresee any end to the necessity of it. After the procedure is completed one arranges the materials into different groups again. Then the groups can be placed in their appropriate places. Eventually, they will be used once more and the whole cycle will then have to be repeated. • (Bransford and McCarrell, 1974)

13. 13 Skill Building in Context: Visual

14. I cdnuolt blveiee taht I cluod aulaclty uesdnatnrd waht I was rdgnieg.The paomnnehal pweor of the hmuan mnid! Aoccdrnig to rscheearch at Cmabrigde Uinervtisy, it deosn't mttaer in waht oredr the ltteers in a wrod are, the olny iprmoatnt tihng is taht the frist and lsat ltteer be in the rghit pclae. The rset can be a taotl mses and you can sitll raed it wouthit porbelm. Tihs is bcuseae the huamn mnid deos not raed ervey lteter by istlef, but the wrod as a wlohe. Amzanig huh?

15. Sgeun un etsduio de una uivenrsdiad ignlsea, no ipmotra el odren en el que las ltears etsan ersciats, la uicna csoa ipormtnate es que la pmrirea y la utlima ltera esten ecsritas en la psiocion cocrrtea. El rsteo peuden estar ttaolmntee mal y aun pordas lerelo sin pobrleams. Etso es pquore no lemeos cada ltera por si msima preo la paalbra es un tdoo.

16. Ladle Rat Rotten Hut Wants pawn term, dare worsted ladle gull hoe lift wetter murder inner ladle cordage, honor itch offer lodge dock florist. Disk ladle gull orphan worry ladle cluck wetter putty ladle rat hut, an fur disk raisin pimple colder Ladle Rat Rotten Hut. Wan moaning, Rat Rotten Hut's murder colder inset, "Ladle Rat Rotten Hut, heresy ladle basking winsome burden barter an shirker cockles. Tick disk ladle basking tutor cordage offer groin-murder hoe lifts honor udder site offer florist. Shaker lake! Dun stopper laundry wrote! An yonder nor sorghum-stenches, dun stopper torque wet strainers!"

18. Superior: support opinions, discuss topics concretely and abstractly, and handle linguistically unfamiliar situation Advanced: Can narrate & describe in all major time frames, and handle a situation with a complication. Intermediate:Can create with language, ask and answer simple questions on familiar topics, and handle a simple situation or transaction. Novice: Can communicate minimally with formulaic and rote utterances, lists and phrases.

19. Partner Quiz Activity The student is able to: • Take notes from a phone message that include the overall meaning and some details. • Intermediate • List articles of clothing to be cleaned in a note left to a hotel staff. • Novice • Identify memorized words and phrases in a supermarket ad in preparation for shopping • Novice

20. Understand the main ideas and most details in a television interview with a famous actor. • Advanced • Ask and answer questions dealing with simple personal information when introduced to a new person. • Intermediate • Return an item to a store, explaining how it is defective. • Advanced

21. Make an invitation, listing the place of the party, the date, the time and the occasion. • Novice • Write a short letter to a sponsoring agency describing his/her stay in the host country, explaining the benefits of the visit. • Advanced • Report the theft of personal valuables to a law-enforcement officer. • Advanced • Determine the basic meaning and some details of a friend’s email that describes what he told his parents about coming in after curfew last night. • Intermediate

22. 22 Selecting Resources for Reading Materials & Instruction • What factors do you currently consider? • What steps are needed in the pre-planning process to prepare students? • How do you engage students in Interpretive communication? 3 MINUTES AT YOUR TABLE

23. 23 Guidelines for Selecting Texts • Interest • Appropriate linguistic level • Authenticity • Age level appropriate • Connect to AP theme • Able to differentiate? • Integration of other modes • Integration of culture • Variety • Technology • Involving students in process

24. BREAK See you back in 15 minutes!

25. www.Voki.com

26. www.wordchamp.com

27. www.voicethread.com

28. LEVEL QUESTIONS • LEVEL ONE- Data-based questions that are found in the reading: • Where? Who? When? What? • LEVEL TWO – Inference questions that provoke discussion and creativity: • Why? How? • LEVEL THREE- Broad application of a universal theme or hypothetical situation • Compare urban life vs. rural life • Write a letter to your mayor making recommendations for improving the quality of life in your city or town.

29. 29 Leveling for Reading Tasks • Table I: Develop questions and activities for novice students. • Table II: Develop questions and activities for intermediate students. • Table III: Develop questions and activities for AP students.

30. 30 Example • Novice • Question: What score did Portland receive for air quality? • Activity: Select five cities and create a color chart that shows the scores they received for air quality.

31. 31 Example • AP/Advanced • Question: In what ways does global warming impact the scores cities received? • Activity: Write a letter to your mayor making recommendations for improving the quality of life in your city or town.

32. What’s the cleanest big city in the U.S.? How about the dirtiest? In our July issue, we decided to find out, by analyzing data to score each of the 50 largest cities on air quality, water quality, industrial pollution (toxics), Superfund sites, and sanitation. Rather than just the cities themselves, we looked at metropolitan areas, which include surrounding counties and suburbs. (This can have a real effect on a place’s score; Chicago, for example, has excellent water but its score is brought down by problems in the outlying areas). Because we only looked at the 50 largest places, there may be smaller cities that are much cleaner or dirtier than these—and because the scores represent relative rankings, that a city comes in first or last in a given category does not necessarily mean it’s perfectly pristine or dangerously filthy. What’s the cleanest big city in the U.S.? How about the dirtiest? In our July issue, we decided to find out, by analyzing data to score each of the 50 largest cities on air quality, water quality, industrial pollution (toxics), Superfund sites, and sanitation. Rather than just the cities themselves, we looked at metropolitan areas, which include surrounding counties and suburbs. (This can have a real effect on a place’s score; Chicago, for example, has excellent water but its score is brought down by problems in the outlying areas). Because we only looked at the 50 largest places, there may be smaller cities that are much cleaner or dirtier than these—and because the scores represent relative rankings, that a city comes in first or last in a given category does not necessarily mean it’s perfectly pristine or dangerously filthy.

33. NAME Air Water Toxics HazardousWaste Sanitation Total Portland (OR) 49 50 35 32 43 44.00 San Jose 41 50 50 21 32 40.71 Buffalo 34 50 27 26 47 38.29 Columbus 24 50 31 45 NA 37.33 San Francisco 47 50 34 16 12 36.57 Denver 27 50 44 19 NA 36.17 Rochester (NY) 46 32 32 43 19 35.71 Austin 44 9 48 50 NA 34.00 Orlando 48 23 9 38 48 33.86 San Diego 13 50 46 42 14 32.57 From Reader’s Digest www.rd.com/

34. GRAPHIC ORGANIZERS Eduplace.com/graphicorganizer/

35. ¡Buen provecho!Bon Appétit!Guten AppetitBuon appetitoبالهناء والشفاءdouzo meshiagareבתיאבוןLet’s Eat! See you at 1pm!

36. 36 Reading and Listening Skills • “Listening and reading are active cognitive processes that require an interplay between various types of knowledge.” • — Shrum and Glisan

37. 37 Strategy 1: A Picture Is Worth … • Also called “Logographic Clues” • Teach key vocabulary • Prepare students for a text • Predictions • Leveled questions • Reinforce culture

38. A PICTURE IS WORTH 1,000 WORDS

39. www.wordle.net

40. 40 Scaffolding the Activity • Novice: Draft a list of words that describe image and use thesaurus to look up synonyms. • Intermediate: Turn to partner and suggest main idea about plot based on image. • AP/Advanced: Write and record short “advertisement” for book to entice people to read it.

41. 41 Strategy 2: Reading Guide • Encourages students to be aware of their thinking while reading • Students engage more deeply with the text • Invites questioning and discussion • Builds metacognition

42. READING GUIDES (while reading) El clima- protagonista Vestido de… Apariencia física Símil- Lo que vio… La prefiguración… Interrupción-

43. 43 The Flowers- Reading Guide • Use the two-column template, record notes as you read the story. [i.e., unfamiliar vocabulary words, ideas that stand out, questions, predictions, etc.] • In the right-hand column, copy the text. In the left-hand column, write your notes.

45. The Flowers

46. Strategy #3 SHOW WHAT YOU KNOW • Give the students two highlighters of different colors • Ask them to highlight all the words they can deduce the meaning from with decoding skills (saying the word aloud, breaking it down into roots, suffixes) • With a partner, read aloud pausing to discuss meanings of words • Ask them to then jot dot the main ideas • Have a group reading and discuss the process the students used.

47. http://criancas.terra.com.br/harrypotter/interna A escritora britânica J.K. Rowling definiu o título do sexto livro sobre a aventura do aprendiz de bruxo Harry Potter, Harry Potter e o Enigma do Príncipe. O livro será lançado no País no fim de novembro, pela editora Rocco. Um dos maiores mistérios da obra é a morte de um importante personagem. A série Harry Potter fez de J.K. Rowling a mulher mais rica da Grã-Bretanha, com uma fortuna avaliada, em 2004, em US$ 1 bilhão. Hoje, com cinco volumes da saga traduzidos para 60 idiomas, e 250 milhões de exemplares vendidos, ela divide com Shakespeare e Agatha Christie a lista dos autores mais lidos do planeta.

48. Strategy #4 READING SCAVENGER HUNT • Underline 5 prepositions • Highlight 3 feminine nouns • Circle 2 past tense verbs • Put a box around a future tense verb.

49. READING SCAVENGER HUNT A escritora britânica J.K. Rowling definiu o título do sexto livro sobre a aventura do aprendiz de bruxo Harry Potter, Harry Potter e o Enigma do Príncipe. O livro será lançado no País no fim de novembro, pela editora Rocco. Um dos maiores mistérios da obra é a morte de um importante personagem. A série Harry Potter fez de J.K. Rowling a mulher mais rica da Grã-Bretanha, com uma fortuna avaliada, em 2004, em US$ 1 bilhão. Hoje, com cinco volumes da saga traduzidos para 60 idiomas, e 250 milhões de exemplares vendidos, ela divide com Shakespeare e Agatha Christie a lista dos autores mais lidos do planeta.

50. BREAK See you back in 15 minutes!