1. Teaching What Good Readers Do

3. Purpose Participants will learn several research- based strategies that good readers use

4. Think/Pair-Share With a partner create a list of things you do to help you understand what you’re reading (e.g. write notes in the margin). Be prepared to share out.

5. You’re not teaching reading— You’re teaching your content through reading “Reading is the key enabler for academic proficiency across all subject areas and over all grades.” Willard Daggett, International Center for Leadership in Education, “What We Know about Adolescent Reading”

6. More Daggett “... Employability and career success in an increasingly competitive global economy depend on reading to a far greater extent than previously required.” Need ability to find analyze synthesis information

7. Explicit Teaching Expository text is often schematically unfamiliar to young readers. Textbook- variety expository text comprises unfamiliar topics, factual material, and uncommon structures. Teachers need to expose students to a variety of expository text to familiarize them with the genre and teach different strategies for comprehending it. Stephanie Harvey in Nonfiction Matters

8. Expository Text What kinds of text do students in your course(s) read (or you wish they would read!)? Example: invoices

9. Take nothing forgranted! granite!

11. What do good readers do? 1.Activate background knowledge 2.Question 3.Determine important ideas 4.Monitor and repair comprehension 5.Draw inferences 6.Synthesize information 7.Visualize Stephanie Harvey in Nonfiction Matters

12. Good Reader Strategy #1 Text Walk

13. Elements of Textbooks Chapter Previews Charts and graphs Footnotes Glossaries Indexes Maps Photos and Illustrations

14. Elements of Textbooks, cont. Special features Study questions and reviews Table of contents Timelines Typography Unit, chapter, section headings Great Source Reader’s Handbook

15. What good readers do: Text Walk 1.Activate background knowledge 2.Question 3.Determine important ideas 4.Monitor and repair comprehension 5.Draw inferences 6.Synthesize information 7.Visualize Stephanie Harvey in Nonfiction Matters

16. Purpose of a Text Walk To understand and use the elements of textbooks to better – comprehend the content of the textbook – use the textbook as a resource and research document

17. Let’s go for a walk

18. First Responder: A Skills Approach What if the last print these students read was a Golden Book? A Text Walk can help overcome some of their anxiety and teach basic textbook skills.

19. Lead the walk Please walk a colleague through your textbook.

20. Chapter Walks To assist students with individual chapters, adapt the two handouts “How to Pre-read a Textbook Chapter” “Chapter/Section Pre-Reading Guide”

21. How/when can you use a Text Walk?

22. Good Reader Strategy #2 Think-Aloud

23. What good readers do: Think-Aloud 1.Question 2.Determine important ideas 3.Monitor and repair comprehension 4.Draw inferences 5.Synthesize information 6.Visualize 7.Activate background knowledge Stephanie Harvey in Nonfiction Matters

24. Purpose of Think-Aloud To encourage students to be active, engaged readers To provide opportunities for metacognition* during reading * examining our ways of thinking

25. Frames I think/believe I predict I can picture I’m confused about I need to reread this I wonder I would guess

26. Linette’s ZEN

27. Help! I can’t breathe. First Responder

28. Put your think-aloud cap on! Choose a section from your textbook and execute a think-aloud

29. How/when can you use a Think-aloud?

30. Good Reader Strategy # 3 Talking to the Text

31. What good readers do: Talking to the Text 1.Activate background knowledge 2.Question 3.Determine important ideas 4.Monitor and repair comprehension 5.Draw inferences 6.Synthesize information 7.Visualize Stephanie Harvey in Nonfiction Matters

32. Purpose of Talking to the Text To encourage students to be active, engaged readers To provide opportunities for metacognition* during reading * examining our ways of thinking

33. Frames I think/believe I predict I can picture I’m confused about I need to reread this I wonder I would guess This reminds me of

34. Linette gets to ham it up Academic Literacy Instruction for Adolescents, p. 5

35. We get to ham it up Academic Literacy Instruction for Adolescents, p. 125-126

36. You get to ham it up Academic Literacy Instruction for Adolescents, p. 17-18

37. How/when can you use Talking to the Text?

38. Teaching what good readers do? A piece of cake