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Using Picture Books to Teach Adolescents Reading Strategies.

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Presentation on theme: "Using Picture Books to Teach Adolescents Reading Strategies."— Presentation transcript:

1 Using Picture Books to Teach Adolescents Reading Strategies

2 Why teach comprehension?  Researchers Linda Fielding and P. David Pearson (1994) recently described the shift in our thinking about comprehension: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.  It is important to teach readers to think when they read, to develop an awareness of their thinking, and to use strategies that help them comprehend.  Comprehension is the key component in reading.  Children need to know how to make connections, ask questions, visualize, infer, extract important ideas, and synthesize important information if they are to become fluent readers.

3 Reading Strategies Prediction *actively making predictions based on titles, pictures, and text Asking Questions *actively asking questions of themselves, authors, or text before, during, and after reading *generating possible answers to the questions *keeps readers engaged *helps readers clarify understanding and make meaning

4 Making Connections *actively making connections to self, to other texts, and to the world *readers comprehend better when they think about the connections between the text, their lives and the larger world Making Inferences *actively draw inferences before, during, and after reading *readers find clues from the text to help them think ahead, make a judgment, or predict what is to come

5 Why is it important to teach reading strategies?  Students need to see teachers modeling reading strategies.  Teachers need to show students how to be active readers.  Comprehension increases when students are actively engaged before, during, and after reading.

6 What is the best way to teach reading strategies?  Teacher repeatedly models own use of strategy  Show students their thinking when they are reading  Discuss how strategy helps readers make meaning  Make connections between the new strategy and what the reader already knows  Gradually release responsibility for the use of the strategy to the students  Build in large amounts of time for actual text reading by the students  Provide opportunities for guided practice  Show students how the strategy applies to other texts, genres, formats, disciplines, and contexts  Help students to use strategies together  Observe and talk with students about their learning

7 What does effective strategy instruction look like?  Lesson  Direct instruction  Teacher models the strategy for the students.  Guided practice  Teacher and students practice the strategy in small or large groups.  Independent practice  Students practice the strategy independently.

8 Why should I use picture books to teach comprehension strategies?  Effective way to explicitly teach reading comprehension strategies  Gives everyone in the room a common literacy experience  Can be read quickly and easily reread to clarify confusion and construct better meaning  Great for for modeling, guided practice, and independent practice  Vivid language and illustrations  Wide range of themes, issues, words, and ideas that reach out to different learning styles, ages, reading levels, or prior experiences  Great for reluctant readers, low ability readers, and ESL readers


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