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The “Super 6” Strategies:. Making Connections Predict and Prove Questioning Summarize Inference Visualization for Secondary Teachers. Reading is Thinking . Real reading is interacting with the meaning of the text.
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The “Super 6” Strategies: Making Connections Predict and Prove Questioning Summarize Inference Visualization for Secondary Teachers
Reading is Thinking • Real reading is interacting with the meaning of the text. • The “Super 6” Strategies can help us demonstrate how readers interact with the words and phrases on the page. • Strong readers don’t consciously think of these strategies while reading, but rather automatically use them. • In order to understand the importance of each of these strategies in the reading process, they will be highlighted individually.
Making Connections “For readers, there must be a million autobiographies, since we seem to find, in book after book, the traces of our lives.” -Stan Persky
What does it mean to make connections? All you have ever seen, heard, read, and experienced in your life - your background knowledge- contributes to new understandings. Readers make connections between what they read to: • Their own life (text to self) • Other texts (text to text) • The world (text to world)
Know Thyself “Every reader can have a very different experience while reading the same thing. The meaning is intertwined with the meaning you bring to it.” ~Zimmermann and Hutchins, 2003
Let’s give it a try…strategically “That reminds me of…. “…anything that slides down a mountain or a hillside – rocks, ice, mud – can be called an avalanche.”
Types of Text Connections • Text to Self • “This reminds me of ...” • a personal experience • someone I know • a personal feeling • Text to Text • “This reminds me of ...” • Character • Setting • Plot • Author • Text to World Connection • “This reminds me of…” • recent news story
Let’s give it a try…Text to Self “I thought seriously about walking right out of that school and not looking back. I mean, what was the point of finishing the year if I was just going to have to do it over again? ” • That reminds me of a time I …
Let’s give it a try…Text to Text “When Mr. Culpepper, the assistant principal and chief executioner, came in, he did it with a flourish, breathing through his nose and looking like a cross between a really mad Santa Claus and a swishy dragon.” This reminds me of the text…because
Let’s give it a try…Text to World “Everyone seemed to look up to that third-floor window at the same time, stunned by the rat-a-tat-tat-tat of some kind of unidentified series of explosions, and the fracturing sights and sounds of fragmenting glass cascading to the ground.”
Across the Content:Reading Looks Like/Sounds Like: • Laughing • Crying • Smiling • Scowling • “This reminds me of the time… because…” • “I know how…feels because I felt like that when…” • “That was like the other story… by… because…” Ways to Support Students: • Expose students to high-quality literature. • Create text sets for units of study. • Demonstrate through “think-alouds”. • Create an environment where there are conversations about texts. • Record the thinking created by connections. Utilize response logs/journals.
Across the Content:Math Looks Like/Sounds Like: • Manipulatives • Graphic organizers • Cooperative groups • “An octagon has 8 sides and an octopus has 8 legs so words that begin with “octo-” must have 8 of something.” • “When I got stuck I had to remember my landmark numbers and then used them to help me with my arrays.” Ways to Support: • Create anchor charts with students. • Create text sets around units of study and real-life applications. • Display content area words to show relationships. • Think aloud about how former known concepts connect to new concepts students are learning.
Across the Content:Science Looks Like/Sounds Like: • Investigations • Cooperative learning • Writing about connections • “The text structure compares the slow process to fast processes that shape the earth. • “I know that sandpaper used friction to smooth out a sugar cube in our lab. That’s why dad uses sandpaper to smooth rough wood in the story.” Ways to Support: • Create anchor charts as visual references between topics of study. • Use text sets (books on the same topic) to help build background knowledge and content vocabulary. • Create inquiry experiences and field trips. • Have students record connections across units in a notebook. Utilize graphic organizers.
Resources for developing Create high-quality text sets with various formats: • Stories • Dramas • Poetry • Informational • Digital sources • Graphics • Brochures Professional Books: • Teaching Strategies That Work, Harvey and Goudvis • Do I Really Have to Teach Reading?, Chris Tovani • Content Comprehension, Grades 6–12Teaching Reading in Middle School (2nd Edition): A Strategic Approach to Teaching Reading That Improves Comprehension and Thinking, Laura Robb
Home/School Connection: • Share the “Super 6” Strategy, Making Connections, with your students’ caregivers: • In your class newsletter/ website • On-line (website, blog, etc.) • Through notes/ handouts home • During conferences (student’s use of, and ways to support at home) • Invite students and parents to share their expertise. By presenting information and forming clubs, the school community can build background knowledge on various topics. • Integrate making connections into nightly reading expectations and provide an opportunity for students to share their strategy application upon returning to school. Send home content-specific reading that parents and kids can read to make connections together.
