Presentation on theme: "Reading Beyond the 90 Minute Block Applying Strategies and Improving Learning Through Application."— Presentation transcript:
Reading Beyond the 90 Minute Block Applying Strategies and Improving Learning Through Application
Reading Across the Content Areas
Traditional FormatNew Format Reading assignment given Silent or Round Robin reading Discussion/Activity to see if students learned main concepts, what they should have learned Prereading activities Activating Prior Knowledge Discussion Predictions Questioning Brainstorming Setting purpose ACTIVE reading Activities to clarify, reinforce, extend knowledge
Three Interactive Elements of Reading Irvin, Judith L. Strategies to Improve Reading in the Content Areas. Florida State University. The reader: what the reader brings to the learning experience The climate: the learning context or environment The text features: the characteristics of the written text Skill level, investigations, motivation, cultural and familial experiences Text, Form And Features School or grade level community agreement, transfer from reading instruction to application in content
The boys arrows were nearly gone so they sat down on the grass and stopped hunting. Over at the edge of the wood they saw Henry making a bow to a small girl who was coming down the road. She had tears in her dress and tears in her eyes. She gave Henry a note which he brought over to the group of young hunters. Read to the boys it caused great excitement. After a minute, but rapid examination of their weapons, they ran down to the valley. Does were standing at the edge of the lake, making an excellent target. What strategies did you use to read successfully? Syntax, context, background knowledge, rereading, vocabulary building
Before Set a purpose Activate prior knowledge Preview the reading Introduce important vocabulary During Make connections Check your understanding Identify confusing parts-use fix up strategies After Reread to find out things you might have missed the first time through Reflect on what you have learned
Activate Prior Knowledge and Set A Purpose for Reading Figure Out What is Important Organize Knowledge Make Inference Find out the Meanings of Unknown Words Ask Questions Visualize Set a purpose Activate prior knowledge Preview the reading Introduce important vocabulary
Prior Knowledge The questions that p______ face as they raise ch_____ from in______ to adult life are not easy to an_____. Both fa____ and m_____ can become concerned when health problems such as co____ arise any time after the e_____ stage to later in life. Experts recommend that young ch______ should have plenty of s____ and nutritious food for healthy growth. B_____ and g_____ should not share the same b____ or even sleep in the same r____. They may be afraid of the d______. Before Billmeyer, Rachel and Mary Lee Barton. Teaching Reading in the Content Areas: If Not Me, Than Who? Aurora: McREL (Mid-continent Regional Education Laboratory),1998
Reading with a Purpose Fundamental purposes for reading to learn ·To grasp a certain message ·To find important details ·To answer a specific question ·To evaluate what you are reading ·To apply what you are reading ·To be entertained Before Activity Look at the passage and decide how you would set the purpose for students.
Before Review the text features, deciding which will help your students understand the content : ·Title ·First & last paragraphs of the chapter ·Headings ·Any words set in bold type or repeated ·Text boxes ·Photos, charts, or pictures & their captions Organizational Preview Checklist
Teach Organizational Patterns ·Chronological Sequence ·Comparison and Contrast ·Concept/ Definition ·Description ·Episode ·Generalization ·Process/Cause-Effect Before
·K-W-L ·Predictions ·Concept Map ·Preteach Vocabulary How to Activate Prior Knowledge Before
5-10 words a week cumulative In content areas 3T words can become 2T words A word is not a crystal, transparent and unchanged; it is the skin of living thought and may vary greatly in color and content according to the circumstances and time in which it is used. Oliver Wendell Holmes, Jr. Before
VOCABULARY STRATEGIES WORD PARTS Morphemic Analysis WORD ASSOCIATIONS Illustrate & Associate CATAGORIZATION Semantic Features Map CONTEXT Read Alouds & Questioning Clunk Bug CONCEPT Frayer Model Concept Definition Map Before
Activity ·Using your passage choose 3 words and an activity you could use to teach them.
·Make connections ·Graphic Organizers ·Check your understanding ·Get the Gist ·Reciprocal Teaching ·Partner Reading ·Use fix up strategies What am I doing to make meaning while I read? What did I just read? What will I learn next?
Who or what is it about? What is most important about the who or what?
Fix Up Strategies Identifying the confusing parts Reread the unclear part Look for familiar chunks and sound it out Look for little words and big words in the word Think about whether youve seen the word before, where, and in what context. Substitute a word that makes sense in the sentence. Reread the sentences before the unclear part. Ignore the unclear part and read on to see if it gets clearer. Try to connect the unclear part to something you already know.
What did I just learn? What were the main ideas? What do I need to do with this information? Check for understanding; decide if the purpose was met Draw conclusion/evaluate information Apply learning
Science Frames The ____ and the ___ are the same because they both______. In addition, they______________. Start with how things are same or similar. Then add more as needed. They are different because the ____________________, but the ____________________. Also, the____________________ but ______________________ Explain how they are different. You can compare the same property or characteristic in the same sentence. Betsy Rupp Fulwiler, K-5 inquiry Based Science
Be the Learner ·Using your passage select an appropriate comprehension strategy to apply to the text. ·On chart paper create a visual model of your comprehension of the passage using the strategy.
Understanding Math Story Problems
Layers of Understanding Math Story Problems ·Decoding and Vocabulary ·Ability to analyze the problem ·Selection of strategy/ application ·Ability to justify or explain thinking ·Extend or generalize
5-Step Problem Solving 1.Restate the problem/question 2.Find needed data: 3.Plan what to do: 4.Find the answer: 5. Answer Check -Is your answer reasonable?
Learning with Math Stories by Grade Level Adapted from Reading and Writing to Learn Mathematics: A guide and Resource Book (p. 67) Presentation Discussion Apply & Extend
Make connections Check your understanding Identify confusing parts-use fix up strategies Reread to find out things you might have missed the first time through Reflect on what you have learned Set a purpose Activate prior knowledge Preview the reading Introduce important vocabulary
Intentional Independent Reading The Application of Skills This is a great book!
Practice & Performance
Independent Reading Silent Reading The Big Debate
Intentional Independent Reading vs.. Sustained Silent Reading ·Student chooses any book to read ·Book may be above reading level ·No checking by teacher ·No writing involved ·Student chooses any book to read with teacher guidance ·Student reads mostly Just-Right books ·Teacher monitors comprehension ·Student keeps a reading record S.S.R.I.I.R.
The Effects of Independent Reading Improves Reading Performance Increases Vocabulary Builds Background Knowledge
Where & When In-School Out-of-School
Outside the School Day ·Instructional Time Not Affected ·Home & School Connection ·Personal Reading Materials
Inside the School Day ·Environment ·Variety of Materials Available ·Selecting a just-right book ·Building a community of readers
Community Agreements ·If the teacher cannot control the home environment, what are some strategies teachers can suggest to parents that would help provide a location thats conducive to reading? ·If having access to a Just-Right book or any book is limited or non-existent, what are some ways teachers can provide their students with materials to read at home? ·Does student accountability have to be the responsibility of the parent?
Its Not About Time! ·What we need to focus on is what is happening during Intentional Independent Reading in the classroom, not how long should it last.
Essential I.I.R. Components ·Book Choice ·Teachers Role ·Student Participation
The Just-Right Book ·It looks interesting. ·I can read most of it. ·After Ive read the book I can tell someone what its about.
Role of the Teacher Establishes an environment which: ·Promotes accountability as students are recording what they read. ·Provides student-teacher interactions to form a community of readers. ·Allows students to select the Just- Right book of various genres.
Student Participation ·Book Selection ·Accountability ·Be a participant in the conversation