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Creating Strong & Independent Readers The Road to Success:

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Presentation on theme: "Creating Strong & Independent Readers The Road to Success:"— Presentation transcript:

1 Creating Strong & Independent Readers The Road to Success:

2 Jill Nogueras Henrico County Public Schools -Secondary Literacy Coach -Varina High School Henrico, VA *College Prep/Collaborative English 9 *Reading *AP/College Prep 11 Henrico County Public Schools -English Teacher -Varina High School Henrico, VA *College Prep/ Collaborative English 10 *AP English Literature 12 Emily Stains

3 From 1. Create mental images 2. Use background knowledge 3. Ask questions 4. Make inferences 5. Determine what’s important in a text 6. Synthesize information 7. Use “fix-up” strategies to monitor their comprehension You do these without even thinking! We need to be intentional in our instruction of these strategies. Good Readers…

4 Children’s books are perfect for addressing comprehension strategies and close reading/annotation. 1)They are short- therefore, they are fantastic for mini-lessons. 2)Many children’s books are actually geared towards adults. 3)They boost student confidence. 4)They are manageable. 5)They remind students why they loved reading in the first place! Children’s Books

5 Make a Prediction ·I predict that… ·I bet that… ·I think that… ·Since this happened (fill in detail), then I bet the next thing that is going to happen is… ·Reading this part makes me think that this (fill in detail) is about to happen… ·I wonder if…. “Say Something”

6 Ask a Question ·Why did… ·What’s this part about… ·How is this (fill in detail) like this (fill in detail…) ·What would happen if…. ·Why… ·Who is… ·What does this section (fill in detail) mean… ·Do you think that…

7 Clarify Something ·Oh, I get… ·Now I understand… ·This makes sense now… ·No, I think it means… ·I agree with you. This means… ·At first I thought (fill in detail) but now I think… (fill in detail) ·This part is really saying… “Say Something”

8 Make a Comment · This is good because… ·This is hard because… ·This is confusing because…. ·I like the part where… ·I don’t like this part because… ·My favorite part so far is… ·I think that…

9 Make a Connection · This reminds me of… ·This part is like… ·This character (fill in name) is like (fill in name) because… ·This is similar to… ·The differences are… ·I also (name something in the text that has also happened to you)… ·I never (name something in the text that has never happened to you)… ·This character makes me think of… ·This setting reminds me of… “Say Something”

10 Practicing the “Say Something” Strategy with “High School Training Ground” Ted Talks

11 from Donalyn Miller’s The Book Whisperer Students need: 1) Time 2) Choice 3) Response 4) Community 5) Structure Independent Reader’s Workshop

12 Research indicates that time spent reading correlates positively with students’ performance on standardized reading tests (Cunningham and Stanovich, 1998): A student in the twentieth percentile reads books for.7 minutes per day. This adds up to 21,000 words read per year. A student in the eightieth percentile reads books for 14.2 minutes per day. This adds up to 1,146,000 words read per year. A student in the ninetieth percentile reads for 21.1 minutes per day. This adds up to 1,823,000 words per year. A student in the ninety-eighth percentile reads for 65.0 minutes per day. This adds up to 4,358,000 words per year. (Miller) Why Reading Time at School Really Matters

13 Finishes few books or finishes books too quickly. Abandons books often. Conducts personal errands during reading time. Fidgets or talks a lot. Rarely has a book to read. Acts like a wild reader- appears knowledgeable, visits the library, discusses books, but spends more time talking about reading than doing it. How do we fix this? Signs of a Struggling Reader

14 Conference with the student. Minimize distractions/switch seats. Find accessible books for the student. Take an active interest in their area of interest. Share your own struggles with reading. Peer advice Youtube book trailers Working Towards “Buy In”

15 “Article of the Week” Each week, students read an assigned article on a recent event that’s been published from a credible source. Gallagher has the articles that deal with issue around the world to help students become global thinkers. *www.kellygallagher.org/resourceswww.kellygallagher.org/resources Sample Article Headlines: “High School News Make More Money, Says Social Science” (Slate.com) “More Innocent People on Death Row Than Estimated: Study” (Time.com) “Everything You Need to Know ABout Japan’s Population Crisis” (TheWeek.com) Kelly Gallagher

16 All assignments have the same box of instructions: For this presentation, we will focus on supporting students with (1) and (2). The Assignment

17 Given the opportunity, students will “mark” everything. Focus their annotations! 1.Formulate first impression questions 2.Highlight confusing diction 3.Research any background knowledge needed to understand the text Mark Your Confusion

18 Struggling readers must have a purpose for reading! 1. Read the entire passage once for understanding. 2. Describe the point of view. Identify the narrator. Analyze how the narrator’s perspective impact the text. 3. Consider the author’s tone. Identify it. Mark the text with words or phrases to support the tone you’ve identified. 4. Make connections between what you read and other literature, world events, popular culture, etc. What background knowledge have been helpful prior to reading? What questions do you have now that you would like to research/ask the class? Evidence of a Close Reading

19 1. Pre-test/post-test for annotation, close reading skills, and writing 2. Weekly informal assessments 3. Use as a paired passage with a fictional text or a poempaired fictional text 4. Use as a model for students to find their own news articles to read/review 5. Find shorter passages for warm-ups for annotations or introductions to a lesson/unit 6. Use as a text for a multigenre project Uses in the Classroom

20 The English Teacher’s Companion: 4th Edition (2013) Teaching vocabulary is incredibly tough to teach for several reasons: 1. There’s not enough time in the block to fit it seamlessly 2. There are too many words to “teach” 3. Some teachers teach vocabulary out of context So, what vocabulary words should we teach? How do we fit it into our instruction seamlessly? Jim Burke

21 Burke highlights strategies used by Don Graves in his book, The Vocabulary Book (2006). 1. Provide rich and varied language experiences 2. Teach individual words that are Tier II 3. Teach word-learning strategies 4. Foster word consciousness Vocabulary Strategies

22 Choose vocabulary based on the texts you will read throughout the week or throughout the unit. Have students find synonyms and antonyms of the word. (263) Show students the word primarily used in the context you’re studying, as well as supplemental texts where they could encounter the word. (263) Be sure YOU say the word, so students know how to pronounce the word correctly. (263) Make sure students have the correct primary definition. (263) 1. Rich and Varied Experiences

23 Beneficial for word parts to be prepared for SAT/ACT/AP exams (263)word parts Identify words they need to know PRIOR to reading a specific text, such as specific technical terms (264) Help students to follow a process for learning a new word (624): 1. Provide a description or example of the word 2. Have students summarize the definition 3. Create games for students to play with these words (like Bingo) 2. Teach Individual Words

24 Model the word for students (266) Use images/create images for word recognition (266) Teach students how word parts can work together to create new words (267) Create semantic or concept maps for the thematic words taught (267)semantic 3. Teach Word-Learning Strategies

25 Create nicknames, place names, business names with the words (269) Find the words in idioms, proverbs, slang terms (269) Use word games (i.e. alphabetic, alliterations, rhymes, puns, etc) (269) Use the word in figures of speech (similes, metaphors, hyperboles) (269) 4. Foster Word Consciousness

26 Nilsen, Alleen Pace, James Blasingame, Kenneth Donelson, and Don Nilsen. Literature for Today's Young Adults. Boston: Pearson, Print. “How do I use YA Literature in my classroom in a meaningful way?” Alleen Pace Nilsen, James Blasingame, Kenneth L. Donelson, Don Nilsen

27 Students could be more motivated to participate in the discussion (367) Use YA as a paired text with a class as an introduction to similar/contrasting themes (368) Use children’s books for annotation, finding literary devices, and breaking down grammar into manageable sentences (373) Use YA with your thematic units for a literature circle ( ) Use YA for creative writing/response journals (387) Pros of Using YA Literature

28 Instagram, Twitter, and Pinterest Student Example—InstagramExampleInstagram Student Example—TwitterExample—Twitter Picture to PDF Using Google Drive for Analyzing a Text Text 2 Mind Map Technology

29 Great Texts for Additional Info

30 Additional Titles

31 Burke, Jim. The English Teacher's Companion: A Completely New Guide to Classroom, Curriculum, and the Profession. 4th ed. Portsmouth: Heinemann, Print. Gallagher, Kelly. "Kelly Gallagher: Resources." Kelly Gallagher, Web. 28 July "Genius Scan - PDF Scanner." App Store. Apple, 15 Apr Web. 28 July Kittle, Penny. "Handouts." Penny Kittle. Heinemann, Web. 28 July Klein, Erin. "Twitter, Instagram, and Pinterest in the Classroom." Scholastic Teachers. Scholastic, Web. 28 July Miller, Donalyn. The Book Whisperer: Awakening the Inner Reader in Every Child. San Francisco: Jossey-Bass, Print. Nilsen, Alleen Pace, James Blasingame, Kenneth Donelson, and Don Nilsen. Literature for Today's Young Adults. Boston: Pearson, Print. "Search for Synonyms Using the Visual Thesaurus." Thinkmap Visual Thesaurus. Thinkmap, Web. 28 July "Text 2 Mind Map: Simple Mind Mapping Online." Text 2 Mind Map. NQT AB, Web. 28 July Bibliography

32 Disclaimer Reference within this presentation to any specific commercial or non-commercial product, process, or service by trade name, trademark, manufacturer or otherwise does not constitute or imply an endorsement, recommendation, or favoring by the Virginia Department of Education.


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