Presentation on theme: "Chapter 10 - 12 UNLOCKING the full meaning of texts. pg. 266 paraphrasing Mark Twain, "...the student who does not read words correctly has little advantage."— Presentation transcript:
Chapter UNLOCKING the full meaning of texts. pg. 266 paraphrasing Mark Twain, "...the student who does not read words correctly has little advantage over the student who cannot read them correctly."
I am a reading teacher. I am a content area teacher. What general techniques will help my students? THE BASICS: ex. LMS word - archbishop ex. Re-read a sentence with voice ·Fluency- yes it's the rate but especially the skill to group words together to reflect MEANING & TONE · Decoding -deciphering text to identify the SPOKEN word it represents
Decode this word ghoti Phonics rules may not apply!
What general techniques will help my students? THE BASICS CONT.: ·Comprehension - students need decoding, fluency, & vocabulary to distinguish between important & trivial details. ·Vocabulary - word base (pg. 271), " research suggests a 10,000 word gap exists between students of privilege and students from less advantaged backgrounds by 10th grade."
Reading = Investment How do I get "The biggest bang for my buck?" Transaction cost (hurdle rate) must cost me as little as possible when my currency is time and student attention. = time & student attention
Where do I start? With DEAR? SSR? SURF? DIRT? direct instructional reading time drop everything and read silent sustained reading silent uninterrupted reading for fun
Whatever you call it, how do we ensure there is accountability ? What techniques can we emphasize for fluent (non- robotic) reading? How can I make certain my instruction becomes highly leveraged ?
A ccountability: focus their reading with a question they respond to at the end of reading. (Nothing general that anyone could answer). A F L ACCOUNTABILITY Back to AFL
F luency: re-read parts of troubling sentences, model expression, shorten the reading duration, & use drama (for voice & inflection) A F L FLUENCY Back to AFL Clip #23 & 24
Random readers: students stay on track A F L : LEVERAGE Back to AFL Durations: unpredictable ; struggling readers don't get the same quantity to read Bridging: short teacher read alouds, placeholders for discourse Oral Cloze: Let student end the sentence you begin about the reading (good as recap or summary) Placeholder: hold your place & track me
Control the Game CLIP # 22
Decoding- student comprehension builds with cohesive understanding rather than echo-correction (spelling rules, punch the error, mark the spot) Fluency- read aloud, read with expression, students read with expression, check punctuation, re-read Vocabulary - teach the words and use them, do not substitute for simpler words or synonyms-- the specific words used create meaning in texts. C omprehension Made Easy (Accessible)
With those around you discuss how you check for COMPREHENSION: Before? During? After?
B efore D uring A fter
Things to check for COMPREHENSION ·Colloquial expressions or syntax ·Level your Bloom's Taxonomy questions between the low & high order questions ·Perhaps provide students with a "Big Picture" (read aloud, exemplars, animoto, Prezi, youtube....) ·Front load words or concepts ·Do a pre-reading summary ·Front load a question students will find the answer to in the passage ·Take frequent breaks to recognize the gaps in understandings (and Q & A) Do a B - D - A (before - during -after) ---B D A--- ·Summarize the text to reinforce testable ideas ·Reinforce text to text connections or text to world (text to self is of lower comprehension value)
Teacher Strategies for Reading Noticing - without a focal point students notice immaterial material Connecting - again ; to what? Picturing - read a section & create an image (not so different from the 4 Fold Vocabulary or Inspiration concept maps) Wonder - Teaches models "musing" or "metacognition" aloud Predicting - anchor your question to a specific focus Figure Out & Infer - unpack a key phrase, define a word, underline a piece of evidence