Presentation on theme: "SHARED READING & MAIN IDEA/DETAIL NOTES Anne Zesiger Deer Park ISD."— Presentation transcript:
SHARED READING & MAIN IDEA/DETAIL NOTES Anne Zesiger Deer Park ISD
SHARED READING “Shared reading should be a time when the teacher is in control of the reading experience. As a teacher who is reading, I can stop to clarify or bring straggling or sleeping readers back to the text. I can occasionally ask questions that move students forward if they seem lost. I can stop to quickly make sure students have gained meaning from text.” (Allen, 2000)
SHARED READING “ During shared reading, the decoding is done by the teacher (or tape), so student readers can focus their cognitive energies on the tasks of comprehension: visualizing, questioning, inferring, making word associations, predicting, connecting, and analyzing. As these comprehension tasks become automatic, they can be transferred to students' independent reading or a shared reading of more complex texts.” (Allen, 2000)
READING ALOUD “Reading aloud serves to reassure, entertain, inform, explain, arouse curiosity and inspire our kids.” (Trelease, 2001)
“Talk is always a motor behind intellectual development, but I think it is uniquely important in the teaching of reading. The conversations readers have in the air become the conversations they have in their minds. We teach reading by teaching talking-about-reading and writing- about-reading.” (Calkins, 2001) READING ALOUD
OBJECTIVES Improve listening comprehension & listening vocabulary Build vocabulary Create interest in reading Improve students’ ability to visualize the text
PREDICTION “Prediction strategies activate thought about the content before reading.” – (Vacca, 1999)
FLUENCY “Students need to hear fluent reading in order to become fluent readers.” (Beers, 2003)
ORGANIZATIONAL STRATEGIES “ Main idea-detail notes help students organize main ideas and details from subject area reading assignments.” (Project CRISS, 1996)
MAIN IDEA AND DETAIL NOTES Purpose Help students organize reading assignments, lectures, videos, etc Format Two columns Left Column contains main ideas Right Column contains details which support and elaborate the main points Study Aid Cover up the right column and self-test using the following questions: What is the information? How much detail is needed? What prior knowledge can be connected?
MAIN IDEA/DETAIL NOTES “Synthesizing information integrates the words and ideas in the text with the reader’s personal thoughts and questions and gives the reader the best shot at achieving new insight.” (Harvey, 2000)
Learning Challenged Give a copy of notes to student Let student set next to and copy from teacher Pair with another student who can help with notes
ESL Copy teacher’s notes Let them sit by teacher for further explanation Pair with another ESL student and allow them to help each other in their native language
Gifted and Talented Assigning questions that require higher level thinking Encourage students to expand on ideas and suggestions Let help and be peer tutors for students who may need help
BIBLIOGRAPHY Calkins, Lucy McCormick (2001). The Art of Teaching Reading. New York: Addison-Wesley Educational Publishers, Inc. Allen, Janet (2000). Yellow Brick Roads, Shared and Guided Paths to Independent Reading 4-12. Portland, Maine: Stenhouse Publishers. Beers, Kylene (2003). When Kids Can’t Read, What Teachers Can Do. Portsmouth, NH: Heinemann. Creating Independence through Student-owned Strategies. Second Edition (1996). Dubuque, Iowa: Kendall-Hunt Publishing Company.
Vacca, Richard T. & JoAnne (1999). Content Area Reading, Literacy and Learning Across the Curriculum. New York: Longman. Harvey, Stephanie and Anne Goudvis (2000). Strategies That Work, Teaching Comprehension to Enhance Understanding. York, Maine: Stenhouse Publishers. Trelease, Jim (2001). The Read Aloud Handbook. New York: Penguin Books.
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