Teaching for Independent Strategy Use in Grades 2-4 Pat Johnson Calgary Summit October 22, 2015 - PowerPoint PPT Presentation


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Teaching for Independent Strategy Use in Grades 2-4 Pat Johnson Calgary Summit October 22, 2015


Teaching for Independent Strategy Use in Grades 2-4 Pat Johnson Calgary Summit October 22, 2015 patjohnson222_at_gmail.com One Child at a Time, Johnson, Stenhouse – PowerPoint PPT presentation

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Title: Teaching for Independent Strategy Use in Grades 2-4 Pat Johnson Calgary Summit October 22, 2015

Teaching for Independent Strategy Use in Grades
2-4Pat JohnsonCalgary SummitOctober 22, 2015
  • patjohnson222_at_gmail.com
  • One Child at a Time, Johnson, Stenhouse
  • Catching Readers Before They Fall, Johnson
    Keier, Stenhouse

People who, for one reason or another
misapprehended the reading process and have not
put a reading system together that adds up to
meaning these are struggling readers.
  • Randy Bomer and Katherine Bomer, For a Better
    World Reading and Writing for Social Action

  • How do readers process texts?
  • How do readers solve words and make meaning of
  • By using sources of information
  • By using their repertoire of in-the-head

Sources of Information
Word solving
Adapted from Schulman, Guided Reading in Grades
3-6 Pinnell Fountas, Guiding Readers Writers,
3-6 Johnson, One Child at a Time
What do modeled lessons or shared demonstrations
look like when teaching the comprehension
strategies?I will show lessons useful in grades
  • Questioning
  • Visualizing
  • Inferring
  • Using Context Clues

  • One strategy at a time?
  • Keene Zimmerman say, turn up the volume
  • Dorn Soffos say, spotlight
  • Fountas Pinnell warn, heavy- handed
  • Remember the goal is to integrate the use of all
    the strategies.

  • Spotlighting
  • Heavy-handed Teaching
  • Begin with meaning making
  • Explain how the strategy helps you
  • Do together
  • Discuss how it helps them (or not)
  • Students take over and self-initiate
  • Name and define the strategy
  • Teach the strategy for strategy sake
  • Students practice the strategy at the request of
    the teacher
  • No gradual release to independence

Making your thinking visible
  • A Bad Road for Cats, from Cynthia Rylants
    Every Living Thing
  • Poems
  • Voices in the Park, A. Browne
  • Emmas Rug by Allen Say
  • Faithful Elephants by Y. Tsuchiya
  • Chris Van Allsburgs books
  • Non-fiction article

Dreamsby Langston Hughes
  • Hold fast to dreams?For if dreams die?Life is a
    broken-winged bird?That cannot fly.
  • ?Hold fast to dreams?For when dreams go?Life is a
    barren field?Frozen with snow.

My Paper by Jane Medina
  • She held up my paper
  • and all the noise stopped.
  • Everything became still.
  • Everyone turned their heads
  • to hear the words she read --- my
  • Then their eyes became a bit wider,
  • and their pencils moved a bit faster,
  • and
  • I grew a bit bigger,
  • when she help up my paper
  • and all the noise stopped.

Teaching for Visualizing
  • Read a passage on the overhead
  • Cover a picture book with brown paper
  • Draw beginning, middle, and end of the story
  • Use poetry

For A Birdby Myra Cohn Livingston
  • I found him lying near the tree I folded up his
  • Oh, little bird,
  • You never heard
  • The song the summer sings.
  • I wrapped him in a shirt I wore in winter it was
  • Oh, little bird,
  • You never heard
  • The song I sang to you.

Visualizing continued
  • Send students on a search
  • Draw the setting using evidence from the text
  • With non-fiction have students draw what they
    know before the read aloud book later have them
    draw a second picture with the new information
    theyve gained.

Mother to Son
  • Well, son, I'll tell you
  • Life for me ain't been no crystal stair.
  • It's had tacks in it,
  • And splinters,
  • And boards torn up,
  • And places with no carpet on the floorBare.
  • But all the time I'se been a-climbin' on,
  • And reachin' landin's,
  • And turnin' corners,
  • And sometimes goin' in the dark
  • Where there ain't been no light.
  • So, boy, don't you turn back.
  • Don't you set down on the steps.
  • 'Cause you finds it's kinder hard.
  • Don't you fall now
  • For I'se still goin', honey,I'se still climbin',
  • And life for me ain't been no crystal stair
  • by Langston Hughes

  • When readers infer they round out and fill in
    what the author has written, giving the piece a
    personal texture and making it whole from their
    own perspectives.
  • Owocki, 2003, p. 46

What kind of things might readers have to infer
when they read?
  • Setting, problem, narrator
  • Predictions
  • Characters personality
  • Feelings or thoughts of the characters
  • Theme
  • Subtle humor
  • Figurative language, sarcasm, irony
  • The authors meaning, message, or point of view
  • A poems meaning, metaphors
  • Meanings of unknown vocabulary words

Students need to learn to infer at
  • The word level
  • The text or story level
  • Beyond the text level

Books where children need to infer meanings of
  • Amazing Bone by William Steig
  • Nocturne by Jane Yolen
  • Hello, Harvest Moon by Ralph Fletcher
  • Rotten Richie and the Ultimate Dare
  • by Patricia Polacco
  • Non-fiction texts with bold print vocabulary

Context Clues lesson
  • One Child at a Time Making the Most of Your Time
    with Struggling Readers
  • Pages 87-92

To find the whole lesson about signal words
  • www.catchingreaders.com
  • Signal words
  • Date Feb. 11, 2013

Predicting at the text level
  • Z was Zapped by Chris Van Allsburg
  • Stephanies Ponytail, by Robert Munsch
  • Each Kindness, by J. Woodson
  • A Mama for Owen, M. D. Bauer
  • Little Beauty, by A. Browne
  • My Lucky Day, by K. Kasza

Books with surprise endings
  • Any Chris Van Allsburg book
  • I Want My Hat Back, J. Klassen
  • Wolves, by Emily Gravett
  • Wolfs Coming by Joe Kulka
  • Paper Bag Princess by Robert Munsch

Characters personality
  • Chesters Way, by Kevin Henkes
  • Brave Irene, by William Steig
  • Every Living Thing, by Cynthia Rylant
  • Because of Winn Dixie, by Kate DiCamillo
  • How to Steal a Dog, B. OConnor
  • Guess Who My Favorite Person Is,
  • by Byrd Baylor
  • Mufaros Beautiful Daughters, by J. Steptoe
  • The Rough-Face Girl, by Rafe Martin

Subtle Humor
  • Diary of a Worm, by D. Cronin
  • The Day the Crayons Quit, D. Daywalt
  • Prudence Wants a Pet, by C. Daly
  • I Wanna Iguana, by K. K. Orloff
  • The Table Where Rich People Sit
  • by Byrd Baylor
  • Exclamation Point or Spoon,
  • by A. K. Rosenthal

Phrases, metaphors, figurative language
  • Turtle reference in Because of Winn Dixie
  • Courage, by Bernard Waber
  • Any Amelia Bedelia
  • A Seed is Sleepy, by Dianna Hutt Aston
  • An Egg is Quiet, by Dianna Hutt Aston
  • Big Orange Splot, by Daniel Pinkwater

Change in the character
  • Julius, The Baby of the World, by Kevin Henkes
  • Enemy Pie, by Derek Munson
  • Junkyard Wonders, by Patricia Polacco
  • Love that Dog, by Sharon Creech
  • The Giver, by Lois Lowry
  • The Name Jar, by Y. Choi
  • The Miraculous Journey of Edward Tulane, by Kate

Catching Readers Before They Fall
  • Visualizing, Questioning, comprehension Chapter
  • Inferring and summarizing Chapter 9
  • Teaching for fluency One Child at a time,
    Chapter 4.

Books where readers dig deeper to find a theme
  • Wretched Stone, by Chris Van Allsburg
  • Dog Eared Starring Otis, by Amanda Harvey
  • Slower than the Rest from
  • Every Living Thing, by Cynthia Rylant
  • Crow Boy, by Taro Yashima
  • Wringer, by Jerry Spinelli (chapter)
  • The Dot or Ish, by Peter Reynolds
  • One, by Kathryn Otoshi
  • Spoon, by Amy Kraus Rosenthal

One, by Kathryn OtoshiEach Kindness, by J.
  • Problem and solution
  • What did the characters in the book learn about
  • What can we, the readers of the text, learn about
    life from this story?

  • Check out the blog To Make a Prairie
  • Vicki Vinton
  • Look for the post from May 15, 2013
  • Thinking about Theme What About What Its

  • There is some demand for inference in every
    level of text, and we can intentionally foster
    growth of this kind of strategic action in our
  • Fountas Pinnell
  • 2006, p. 56

Context Clues Lesson Begins on page 87 in One
Child at a Time
  • What is this object?
  • In Context
  • Context gives us meaning
  • Context situation or circumstances surrounding
    a thing
  • Context Clues the meaningful information all
    around a word

Caleb and Kate, by William Steig
  • odious
  • crowed
  • gazoly
  • slavered
  • brogans
  • cronies
  • cleaved

Make a chart together of what I did in my
  • Covered over the word
  • Read the sentence with a blank
  • Thought of another word or phrase that might make
    sense in that space
  • That usually will get you close to the meaning of
    the word

  • The goal is not naming a strategy, but applying
    it to the reading of text.
  • Fountas Pinnell
  • Teaching for Comprehending
    and Fluency, p. 353

Catching Readers Before They Fall, Pat Johnson
and Katie Keier, StenhouseOne Child at a Time
Making the Most of Your Time with Struggling
Readers, Pat Johnson, Stenhousepatjohnson222_at_gma
il.com (_at_PatJ222 on Twitter)katieannkeier_at_gmail.c
om (_at_bluskyz on Twitter)www.catchingreaders.com
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