The Reading and Writing Processes (Reading)

Slides:

Advertisements

Similar presentations

Reading Across the Curriculum

Advertisements

Listening Comprehension Instruction

Keys for leaders building foundational skills.

Primary Reading Focus Group

ChapterChapter 11 Strategies for Reading and Writing Across the Curriculum By: Kelli Brady.

Characteristics of Readers at Different Stages Created by Mrs. Jo-Ann Howard.

A Closer Look at Close Reading. Essential Question: How do we get students engaged in complex text? Objective: At the end of this presentation I will.

Key Features of the Reading Process Alison Goldstein.

Young Children Emerge Into Reading By, Dawn Gallondorn.

The Reading Process Monday, April 16, 2007 Purpose of Reading Process / Improve comprehension; / Organize work; / Clarify the purpose of activity.

Chapter seven- Reading Colleen Pidgeon Kate Polizzi Sheila Macallair.

The Writing Process Katherine M. Polizzi n Students choose a topic n Consider function n Consider form n Consider audience n Generate and Organize ideas.

Reading with Meaning by Debbie Miller

slide1 Types of Reading §SHARED READING §GUIDED READING §INDEPENDENT READING §BUDDY READING §READING ALOUD TO STUDENTS.

Working with English Learners

Elementary Balanced Literacy: Read Alouds. Read Aloud minutes Research has found: The single most important activity for building knowledge for.

Interactive Read Alouds. My Favorites The most important thing we can teach our children is how to learn. –Jeffrey Wilhelm,2001.

LISTENING TO LEARN Chapter 7.

Developing Literacy Lesson Plans EDC424 Dr. Julie Coiro.

Literacy Collaborative Achievement for Every Student.

Becoming an Effective Teacher of Reading

The Child Responds to Literature

Becoming an Effective Teacher of Reading

Collaborative Strategic Reading: A Model for Content Area Reading

4th & 5th Grade Coffee January 27, Levels are determined by benchmarking, MAP testing, anecdotal notes and MCAS. Assessment informs instruction.

Nonfiction Reading Preparing to Read. Set a Purpose Good readers set a purpose for their reading –What is your goal? –What do you want to learn, find.

Common Core Georgia Performance Standards Making Challenging Texts Accessible, K-12 Part 3: Teaching Students How to Close Read a Text Cynde Snider.

Theory Application By Cori Sweeney EDRD Fall 2011.

Maine Reading First Course

Guided Reading Workshop for SENCOs March Replaces the individualised teaching of reading with group teaching; Provides a significantly higher.

Professional Development October 27th 2010 Roosevelt S.T.A.Y.

Planning Literacy Instruction EDC424 Dr. Julie Coiro.

Teaching What Good Readers Do. Purpose Participants will learn several research- based strategies that good readers use.

Guidelines for EFL Teachers in Reading and Writing Instruction Reading.

Content Area Comprehension. Objectives Gain an understanding of the five areas of metacognition Explore and develop before the reading strategies –Create.

READING THE “JOURNEYS WAY” A Balanced Literacy Program Leeds Avenue School October 5, 2010 C. Reynolds, Presenter.

Developing Literacy Lesson Plans

Close Reading.  Discuss Model for Text Complexity  Discuss Reader and Task  Define Close Reading  Model a Close Reading Lesson  Create a Close Reading.

Guided Reading Metzler Elementary Third Grade Mrs. Westgard.

Reader’s Workshop Metzler Elementary Third Grade Mrs. Westgard.

Ms. Webb is trying to read aloud to her class. Her students are not listening or involved in the book discussion because they are not interested and do.

Morning Do Now!  Share your “ineffective” instructional situation  Class reflect in your Literacy Log  Let’s share!

Cynthia Resor & Dorie Combs Eastern Kentucky University.

Title Author Essential Question:. Day One: Launching the Text Summary: Genre: Identify instructional focus point (CCSS) Introduce genre. Post an Essential.

Today’s Learning Goals: Explore development of student understanding through instructional strategies that are appropriate to content reading before,

English 9 & H English 9 Reading Content-Area Texts.

G UIDED R EADING Department of Reading / Language Arts DeSoto County Schools.

Teaching the Reading and Writing Processes

Teaching the Writing Process. n Students learn to use the writing process as they write compositions in literature focus units and theme cycles and as.

CLOSE READING Letting Texts Speak for Themselves.

Reading Resource Specialist Meeting November 16, 2011.

Comprehension What was the last thing you read that was difficult for you? Why was it difficult? What factors make reading easier or harder?

Components of Basal Reading Programs  Selections in grade-level textbooks  Instruction in decoding and comprehension strategies and skills  Workbook.

School of Education Class 4: Feb 14th. 2 School of Education Agenda  Attendance  Reading Quiz-turn in  Read Aloud Facilitation  Controversy in CYAL.

Reading and Study Strategies Active Reading Strategies Preview.

Supporting Literacy for Students with Developmental Disabilities Being a Literacy Partner.

 An abbreviated look at the evolution of comprehension instruction › Check and assess comprehension after reading, but not really teach it › Brain research.

In the Age of Common Core. Close Reading of text involves an investigation of a short piece of text, with multiple readings done over multiple instructional.

Reading Instruction : Addressing the Common Core shifts in the 3-8 ELA Modules.

Text Complexity and Academic Vocabulary

Historical Context for Literacy Instruction

“Because we want our students to be readers for life and not just readers in school, our expectations must be high. They must also be clear and rigorous.

CHAPTER I INTELLIGENCE

Gail E. Tompkins California State University, Fresno

Comprehension What was the last thing you read that was difficult for you? Why was it difficult? What factors make reading easier or harder?

Becoming an Effective Teacher of Reading

The 4 systems that “clue” us into making meaning!

Literacy in the Middle Grades Teaching Reading and Writing to Fourth to Eighth Graders, 2e Second Edition Gail E. Tompkins California State University,

Gail E. Tompkins California State University, Fresno

Working with English Learners

Presentation transcript:

The Reading and Writing Processes (Reading) Chapter 3

The Reading and Writing Processes Overview Objectives Key Terms

The Reading Process A transactive process Involves complex negotiations between text and reader which is shaped by reader’s Knowledge of topic Purpose for reading Language culturally expectations based on experiences

The Reading Process (cont.) Aesthetic Reading Reading for enjoyment Efferent Reading To gain information

Stages in the Reading Process Stage 1: Prereading Activate/build background knowledge Set purposes for reading Preview the text (Tompkins, G.E. & Hoffner, H.)

Stages in the Reading Process Stage: 2: Reading Read independently, with a buddy, using shared reading, guided reading, or listen to the text read aloud Read the entire text from beginning to end or read one or more sections to learn specific information Apply strategies and skills Read the illustrations, charts, and diagrams (Tompkins, G.E. & Hoffner, H.)

Stages in the Reading Process Stage 3: Responding Respond in reading logs Discuss the text with classmates and teacher (Tompkins, G.E. & Hoffner, H.)

Stages in the Reading Process Stage 4: Exploring Reread and think more deeply about the text Examine the author’s craft Learn vocabulary words Participate in minilessons (Tompkins, G.E. & Hoffner, H.)

Stages in the Reading Process Stage 5: Applying Create a project Connect with related books Value the reading experience (Tompkins, G.E. & Hoffner, H.)