Presentation on theme: "LITERACY SUCCESS 11 Part B A PROVINCIAL DEPARTMENT OF EDUCATION INNITIATIVE It is recommended that you view the Literacy Success 10 PowerPoint before viewing."— Presentation transcript:
LITERACY SUCCESS 11 Part B A PROVINCIAL DEPARTMENT OF EDUCATION INNITIATIVE It is recommended that you view the Literacy Success 10 PowerPoint before viewing this Literacy Success 11 PowerPoint
Modeling http://www.benchmarkeducation.com/index.php?option=com_content&task=view&id=4010&Itemid=747 Modeling through think-alouds is the best way to teach all comprehension strategies. By thinking aloud, teachers show students what good readers do. Think-alouds can be used during read-alouds and shared reading. They can also be used during small-group reading to review or reteach a previously modeled strategy. Wilhelm (2001) describes a think-aloud as a way to: Create a record of the strategic decision-making process of going through text Report everything the reader notices, does, sees, feels, asks, and understands as she reads Talk about the reading strategies being used within the content being read
Modeling http://www.benchmarkeducation.com/index.php?option=com_content&task=view&id=4010&Itemid=747 There are many ways to conduct think-alouds: The teacher models the think-aloud while she reads aloud, and the students listen. The teacher thinks aloud during shared reading, and the students help out. Students think aloud during shared reading, and the teacher and other students monitor and help. The teacher or students think aloud during shared reading while writing on an overhead, on self-stick notes, or in a journal. Students think aloud in small-group reading, and the teacher monitors and helps. Students individually think aloud during independent reading using self-stick notes or a journal. Then students compare their thoughts with others.
Modeling When you introduce a new comprehension strategy, model during read-aloud and shared reading: Decide on a strategy to model. Choose a short text or section of text. Read the text ahead of time. Mark locations where you will stop and model the strategy. State your purpose—name the strategy and explain the focus of your think-alouds. Read the text aloud to students and think aloud at the designated points. If you conduct a shared reading experience, have students highlight words and phrases that show evidence of your thinking by placing self-stick notes in the book. Reinforce the think-alouds with follow-up lessons in the same text or with others.
Use the following language prompts to model the chosen strategy
Modeling Make Connections This reminds me of a time when I … I know about this topic because I … The setting of this book is just like … This book is something like … What's going on in this book is just like what's happening in …
Modeling Ask Questions Before I read this text, I wonder about … While I'm reading, I try to figure out … After I read, I ask myself … I wonder why… What does this word mean? Why did ____________ do that? What is going to happen next? Why did the author put that part in there? I have questions about this part because it doesn't make sense. I need to make sure I read it right. If I reread and fix a mistake, that might answer my question.
Modeling Visualize The author gives me a picture in my mind when he or she describes … I can really see what the author talks about when he or she … I can draw a picture of what the author describes.
Modeling Determine Text Importance I know these parts of the story are important because they match my purpose for reading, which was … I believe the author thinks ____________ is important because … I think the author's opinion about _____ is ______ because … This text uses the (cause/effect, problem/solution, description, compare/contrast, sequence/steps in a process) text structure. I can use a graphic organizer to help me understand it. I see lots of information right here. I need to identify which parts are important and which parts are just interesting. All these ideas are important, but I think some are more important than others. I need to determine which ideas are the most important. This (chart, table, graph, time line) helps me understand that … These (boldfaced words, font changes, bullets, captions) help me locate what is important. Let me take the big ideas and summarize the text.
Modeling Make Inferences The author says this, but means … If I read between the lines, the author tells me that … The clues to prove my inference are … Because of what the author said, I know that … From the clues or information the author gives, I can conclude that … I think that ____________ will happen next because the author says ____________.
Modeling Synthesize This story or passage is really about… My views on this are… My opinion of _________ is … I first thought ________ about the topic. Now I think … I've read a lot of information. Let me stop and think about this for a minute. My judgment of this information is … From this information, I can generalize that …