Elkhart Community Schools

1. Elkhart Community Schools Top 10 Reading Strategies

2. Why have a K-12 emphasis on reading?

3. Language Development Listening Speaking Reading Writing

4. Reading difficulties begin here….. Actual Differences in Quantity of Words Heard In a typical hour, the average child would hear: Welfare 616 Words WorkingClass 1,251 Words Professional 2,153 Words

5. Did you know... 85% of ECS’s students fall into the first two categories: - welfare - working class

6. Connection Language Reading Thinking

7. Reading IS Thinking “The purpose of reading is understanding.”

8. Strategic Thinking

9. Strategic Thinking “True comprehension goes beyond literal understanding and involves the reader’s interaction with text. If students are to become thoughtful, insightful readers, they must extend their thinking beyond a superficial understanding of the text.” Stephanie Harvey and Anne Goudvis

10. Why teach reading strategies? “Once thought of as the natural result of decoding plus oral language, comprehension is now viewed as a much more complex process involving knowledge, experience, thinking and teaching.” (Linda Fielding and P. David Pearson, 1994)

11. What strategies should be taught? Researchers identified strategies that proficient readers use to construct meaning from text. Pearson, Keene, Harvey, Goudvis, Robb and others summarized these strategies. Elkhart Community School’s Top 10 Reading Strategies are based on the work of the above researchers.

12. Make Inferences Then Draw Conclusions Summarize and Synthesize Check Your Understanding Build Fluency Connect to the Text Ask Questions Expand Vocabulary Predict & Prove Sense It Decide What’s Important Top 10 Reading Strategies

13. Strategy 1: Connect to the Text Making Connections: A Bridge From the New to the Known Text to Self Text to Text Text to World

14. Strategy 2: Ask Questions Asking Questions: The Strategy That Propels Readers Forward “Questioning is the strategy that keeps readers engaged. When readers ask questions, they clarify understanding and forge ahead to make meaning. Asking questions is at the heart of thoughtful reading.” Harvey and Goudvis

15. Strategy 3: Expand Vocabulary “The larger the reader’s vocabulary (either oral or print), the easier it is to make sense of the text.” Report of the National Reading Panel

16. Strategy 4: Predict and Prove (Guess and Check) “Research suggests that when students make predictions their understanding increases and they are more interested in the reading material.” Fielding, Anderson, Pearson, Hanson

17. Strategy 5: Sense It Visualizing: A Tool to Enhance Understanding “Visualizing is a comprehension strategy that enables readers to make the words on a page real and concrete.” Keene and Zimmerman

18. Strategy 6: Decide What’s Important “Thoughtful readers grasp essential ideas and important information when reading. Readers must differentiate between less important ideas and key ideas that are central to the meaning of the text.” Harvey and Goudvis

19. Strategy 7: Make Inferences Then Draw Conclusions “Inferring is at the intersection of taking what is known, garnering clues from the text, and thinking ahead to make a judgment, discern a theme, or speculate about what is to come.” Harvey and Goudvis

20. Strategy 8: Summarize and Synthesize The Evolution of Thought Synthesizing is putting together separate parts into a new whole….a process akin to working a jigsaw puzzle. Harvey and Goudvis

21. Strategy 9: Check Your Understanding “If confusion disrupts meaning, readers need to stop and clarify their understanding. Readers may use a variety of strategies to “fix up” comprehension when meaning goes awry.” Harvey and Goudvis

22. Strategy 10: Build Fluency “Fluency is important because it frees students to understand what they read.” Report of the National Reading Panel

23. Reading Strategies CAUTION! “Although these strategies tend to be introduced independently, readers rarely use these in isolation when reading. These thoughts interact and intersect to help readers make meaning and often occur simultaneously during reading.” Harvey and Goudvis

24. Check Understanding Build Fluency Sense It Ask Questions Reading is Thinking Connect To Text Making Inferences/ Draw Conclusions Decide What’sImportant Expand Vocabulary Summarize/ Synthesize Predict and Prove

25. Strategy Instruction and Practice For Strategic Reading

26. METACOGNITIVE THINKING Thinking About Thinking

27. Four Levels of Metacognitive Knowledge

28. Level 1 Tacit Learners and Readers

29. Level 2 Aware Learners and Readers

30. Level 3 Strategic Learners and Readers

31. Level 4 Reflective Learners and Readers

32. Reflective Learners and Readers Strategic Learners and Readers Aware Learners and Readers Tacit Learners and Readers

33. Teaching Comprehension Monitoring to Enhance Awareness

34. Explicit Explicit Explicit EXPLICIT Explicit EXPLICIT

35. EXPLICITLY Teach students to: • Track their thinking through coding, writing, or discussion • Notice when focus is lost • Stop and go back to clarify thinking • Reread to enhance understanding • Read ahead to clarify meaning • Continued….

36. EXPLICITLY Teach students to: • Identify and articulate what’s confusing or puzzling about the text. • Recognize that all questions have value. • Develop the disposition to question the text or author. • . • Think critically about the text and be willing to disagree. • Match the problem with the strategy that will best solve it. • .

37. Effective Strategy Instruction

38. Strategy instruction is most effective when… • Model their own use of strategies repeatedly over time • Show students their thinking when reading, and articulate how that thinking helps them better understand what they read • Discuss how the strategies help readers make meaning

39. Strategy instruction is most effective when… • Build in large amounts of time for the actual text reading by the students • Provide opportunities for guided practice in strategy application • Show students how the strategy applies to other texts, genres, formats, disciplines and contexts

40. Strategy instruction is most effective when… • Help students notice how the strategies intersect and work in conjunction with one another • Take time to observe and confer directly with students about their strategy learning, and keep records • Remind students that the purpose of the strategy is to better understand the text

41. Strategy instruction is most effective when… • Make connections between the new strategy and what the reader already knows • Respond in writing by coding the text according to a particular strategy • Gradually release responsibility for the use of the strategy to the students.

42. The Gradual Release of Responsibility

43. Gradual Release of Responsibility Application of the Strategy in Real Reading Situations Independent Practice Guided Practice Teacher Modeling

44. The Gradual Release of Responsibility Teacher Modeling • The teacher explains the strategy. • The teacher demonstrates how to apply the strategy successfully. • The teacher thinks aloud to model the mental processes she uses when she reads.

45. The Gradual Release of Responsibility Guided Practice • After explicitly modeling, the teacher gradually gives the student more responsibility for task completion. • The teacher and students practice the strategy together. Continued……

46. The Gradual Release of Responsibility Guided Practice • The teacher scaffolds the students’ attempts and supports student thinking, giving feedback during conferring and classroom discussions. • Students share their thinking processes with each other during paired reading and small - and large – group discussions.

47. The Gradual Release of Responsibility Independent Practice • After working with the teacher and with other students, the students try to apply the strategy on their own. • The students receive regular feedback from the teacher and other students.

48. The Gradual Release of Responsibility Application of Strategies In Real Reading Situations • Students apply a clearly understood strategy to a new genre or format. • Students demonstrate the effective use of a strategy in more difficult text.

49. Best Practice Instructional Approaches to Show Kids "How"

50. Instructional Approaches • Reading Aloud • Thinking Aloud and Coding Text • Lifting Text (overhead projector) • Reasoning Through Text (engaging in conversation)