Reading Comprehension Strategies Across the Content Areas Ms. Tange English, Ed.S. & Mr. Michael Moffett, Ed.S. Lithia Springs High School January 29, 2016

Seminar Description This course is designed to assist teachers in the development of specific skills/methods needed to effectively teach strategic reading that improves comprehension across the curriculum. These methods will be used as a tool for thinking and learning in all content areas. The course will include strategies for comprehending non-fiction, informational, and narrative text, vocabulary development.

Seminar Objectives Teachers will: Use a variety of research based literature to develop knowledge of reading strategies Learn research based strategies for gaining knowledge of vocabulary in the different content areas Recognize the interrelationship of reading and writing in various content areas Demonstrate an instructional model for teaching reading and writing strategies in the content area.

Seminar Topics Close Reading THIEVES SQ3R GIST FRAYER MODEL

Close Reading What is Close Reading Close Reading Requires Close Reading is a critical analysis of a text that focuses on significant details or patterns in order t develop a deeper understanding of the text. Close Reading Requires Investigation of a short piece of text Requires multiple readings done over multiple instructional lessons Guides students through text- based questions and discussions Includes the analysis of text, vocabulary, tone, imagery and rhetorical devices Video Example Close Reading video 10th grade Distribute articles and close reading detailed description

The Frayer Model What is the Frayer Model The Frayer Model The Frayer Model is a visual graphic organizer that helps students select and organize information related to key concept. The Frayer Model Helps create a visual reference to help students identify unfamiliar concepts and vocabulary. Distribute Frayer artice and graphic organizer

The Frayer Model - Example

How to Use the Frayer Model Definition Review with a partner before a quiz or test. using index cards. Consider using the back of a word wall card for the vocabulary/concept organizer. When necessary, students can refer to the flip-side of a word wall card to clarify their understanding. Facts/Characteristics Teacher-led review of concepts and terminology using dry erase boards. Examples Group work and collaboration using poster size paper. Develop vocabulary/concept organizers in small groups using different strategies. Use organizer for developing understanding of symbols as well as words. Non-Examples List of names

Benefits/Advantages of The Frayer Model Promotes critical thinking. Can be used individually, in small groups, or whole group. Draws on students’ prior knowledge. Creates a visual reference to compare examples Advantages: Helps make connections between what students know and what they will learn. Can be used before, during, or after reading. It improves retention of information

Generation Interactions between Schemata and Text (GIST) What is GIST GIST is a comprehension strategy that is used both during reading and after reading. It is one approach to summarizing a text. When using GIST, students create summaries that are 20 words or less for increasingly large amounts of text.

How to Prepare & Use the GIST Strategy 1. Select a short passage in a chapter that has an important main idea. Use of a 3-5 paragraph passage is best. The paragraphs should be typed on an overhead projector or another type of projector. 2. Place the reading on the projector you’re using and only display the first paragraph. Put 20 blanks on the chalkboard/whiteboard. Have students read the paragraph and have them individually write a 20-word (around 20) summary in their own words. 3. Once students are finishing up, have them generate a class summary on the board in 20-ish words. Their individual summaries will aid them in this process. Distribute article and steps

How to Prepare & Use the GIST Strategy 4. Reveal the next paragraph of the text and have students generate a summary of 20 words that encompasses the first two paragraphs. 5. Continue this procedure paragraph by paragraph, until students have produced a GIST statement (20-word summary) for the entire reading. Distribute article and steps

Why Use the GIST Strategy GIST Strategy Force the Students to: Summarize a passage using 20 words or less (The teacher is forcing students to use the three major strategies essential for comprehension and retention of key ideas in any text.) Delete trivial information, select key ideas, and generalize in their own words. Discard unnecessary and unimportant information so that they may focus on what is significant for them to understand and remember. Learn to write organized and concise summaries of their readings.

Survey, Question, Read, Recite and Review (SQ3R) What is SQ3R? SQ3R is a five-step study plan to help students construct meaning while reading. It uses the elements of questioning, predicting, setting a purpose for reading, and monitoring for confusion.

Survey, Question, Read, Recite and Review (SQ3R) Think about the title/subtitle: “What do I know?” “What do I want to know?” Glance over headings and first sentences in paragraphs. Look at illustrations and graphic aids. Read the first paragraph. Read the last paragraph or summary.

Survey, Question, Read, Recite and Review (SQ3R) Turn the title into a question. Write down any questions that some to mind during the survey. Turn headings into questions. Turn subheadings, illustrations, and graphic aids into questions.

Survey, Question, Read, Recite and Review (SQ3R) Read Actively Read to search for answers to questions. Respond to questions and use context clues for unfamiliar words. React to unclear passages, confusing terms, and questionable statements by generating additional questions.

Survey, Question, Read, Recite and Review (SQ3R) Look away from the answers and the book to recall what was read. Recite answers to questions aloud or in writing. Reread text for unanswered questions

Survey, Question, Read, Recite and Review (SQ3R) Answer the major purpose question. Look over answers and all parts of the chapter to organize information. Summarize the information learned by drawing flow charts, writing a summary, participating in a group discussion, or by studying for a test. Video Example SQ3R-ASCD

References Alexander-Shea, A. (2011) Redefining Vocabulary: The new learning strategy for social studies. Social Studies, 102(3), 95-103. Doi:10.1080/003377996.2010.509371 Chang, S., Heritage, M., Jones, B., & Tobiason, G. (2014). Supporting students in close reading. Retrieved from http://www.csai- online.org/sites/default/files/resource/38/Supporting%20Students%20 in%20Close%20Reading.pdf Fisher, D., & Frey, N. (2013). What’s the secret to successful close reading? strategic preparation and follow up. Reading Today, 31(2), 16-17

References Fisher, D., Frey, N., & Hernadez, T. (2003). “What’s the gist?” summary writing for struggling adolescent writers. Voices from the Middle, 11(2), 43-49. Retrieved from http://www.bath.k12.ky.us/docs/GIST%20Article.pdf Lapp, D., Grant, M., Moss, B., & Johnson, K. (2013). Students’ close reading of science texts. Reading Teacher, 67(2), 109 119.doi:10.1002/TRTR.1191

References Prado, L., & Plourde, L. A. (2011). Increasing reading comprehension through the explicit teaching of reading strategies: is there a difference among the genders?. Reading Improvement, 48(1), 32-43