1. Maria LeFort 1 M. LeFort - Teaching Reading Across the Curriculum - Part 2

2. STRATEGIES TO HELP STUDENTS “HOLD THEIR THINKING” 1. Question Analysis - Active reading 2. Note taking  Divided page  Reading Log  Foldables 3. Summarizing  Foldables  “Sum it Up”  Quick-Write 4. Activity – “How to Mark a Book.” (previewing – annotating – questioning – summarizing) 5. Teaching the text last 2 M. LeFort - Teaching Reading Across the Curriculum - Part 2

3. 3

4. NOTE TAKING Interactive Note – Taking/ Divided Page  Allows the student to interact with the text Direct Quote Thinking Options * This reminds me of… * Question * I am confused about * unfamiliar vocabulary etc. 4 M. LeFort - Teaching Reading Across the Curriculum - Part 2

5. SUMMARIZING For the student:  Helps students construct an overall understanding of the text  Helps students recall and reorganize the most important pieces of information For the teacher  Provides a way to check for understanding 5 M. LeFort - Teaching Reading Across the Curriculum - Part 2

6.  Objective: To write a summary using established criteria.  Agenda:  Define Summarizing.  Review steps in writing a Summary.  Review Criteria for a Summary.  Actively read a selection.  Complete graphic organizer.  Work in pairs to write summary using criteria.  Share summaries.  Materials: Reading Selection  Graphic Organizer 6 M. LeFort - Teaching Reading Across the Curriculum - Part 2

7.  Definition of Summary  A summary is a brief restatement in your own words of a text’s main ideas (Holt Handbook, 5 th edition). 7 M. LeFort - Teaching Reading Across the Curriculum - Part 2

8.  Steps in writing a Summary  Define purpose for reading: to determine the main ideas and supporting details.  Scan text for repetition of key vocabulary (nouns).  Actively read the text keeping the purpose in mind.  Take notes using a graphic organizer  Notes on graphic organizer should be in phrases  Students use of own words in notes should be emphasized; however, much depends on their level of proficiency  Key vocabulary words should be used in notes  Put main ideas from notes into a summary using established criteria. 8 M. LeFort - Teaching Reading Across the Curriculum - Part 2

9.  Criteria for a Summary (on overhead) ◦ Includes a repetition of key vocabulary words, but is written in the context of the student’s own words. ◦ Focuses on main ideas of the text. ◦ Develops logically to reflect the sequence of the text Note: The teacher should add a word length to the list of criteria for the summary gauged on the difficulty and length of the reading. The teacher should determine how to “chunk” the reading so that it is manageable for the level and ability of the student. 9 M. LeFort - Teaching Reading Across the Curriculum - Part 2

10.  Modeling the steps of writing a summary should take place first.  This can be followed by asking students to participate in the active learning activity as outlined below. 10 M. LeFort - Teaching Reading Across the Curriculum - Part 2

11.  Activity  Students will be given a reading selection and a graphic organizer that will ask for main ideas and supporting details.  Teacher will work with class to scan for key vocabulary words.  Students will be asked to actively read selection and complete the graphic organizer individually.  Students will form groups of 4 to discuss their graphic organizers and collaborate in writing a summary.  Students will share summaries. (In sharing summaries, students should justify how their notes and their summaries connect and identify how they follow the established criteria). 11 M. LeFort - Teaching Reading Across the Curriculum - Part 2

12. ACTIVITY Take part in summarizing activity using established criteria: “Antarctica Erupts!” Graphic organizer  10 -15 minutes to work in pairs  10 minutes to share 12 M. LeFort - Teaching Reading Across the Curriculum - Part 2

13. Observations Comments Concerns Questions 13 M. LeFort - Teaching Reading Across the Curriculum - Part 2

14. FOLDABLES  3-D paper constructions that allow learners to record and process new words and concepts in a hands-on and kinesthetic way. 14 M. LeFort - Teaching Reading Across the Curriculum - Part 2

15. How do teachers use it?  Teachers use foldables to enhance the study of concepts in their classroom. After learners have been introduced to a concept, the teacher facilitates the construction and application of this three-dimensional organizer. As with all strategies, the creation process must be modeled. 15 M. LeFort - Teaching Reading Across the Curriculum - Part 2

16. How do learners use it?  Learners use foldables to create tangible containers for their new concepts in a useable and hands-on format. Of course, the strategy does not end with the construction. The foldable must be used in some format to show application. 16 M. LeFort - Teaching Reading Across the Curriculum - Part 2

17. 1. What difficulty do you have getting your students to comprehend material? 2. What did you learn in today’s session? 3. What can you use in your class? 4. Questions? 17 M. LeFort - Teaching Reading Across the Curriculum - Part 2

18. “How to Mark a Book” Practice using Previewing, Annotating, Questioning, Summarizing or Helping students interact with a text 18 M. LeFort - Teaching Reading Across the Curriculum - Part 2

19.  Actively read “How to Mark a Book” by following the directions on the handout.  Use the Post-It Notes provided to record your notes. 19 M. LeFort - Teaching Reading Across the Curriculum - Part 2

20. 1. In pairs, students write a summary for each section 1 – 5. 2. Share summaries 3. Share one question 4. Share any other comments 20 M. LeFort - Teaching Reading Across the Curriculum - Part 2

21. THANK YOU 21 M. LeFort - Teaching Reading Across the Curriculum - Part 2