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Reading to Learn

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Set Goals (Why am I reading this? ... What is Prosody? Read it accurately. Read it smoothly. Read it with meaning. Read it with feeling ... – PowerPoint PPT presentation

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Title: Reading to Learn


1
Reading to Learn
  • Strategies for
  • Teacher-Readers
  • Student-Readers
  • Student-Teachers
  • Reading Teachers

2
Significant SevenScientifically Based
Comprehension Strategies
  • Comprehension Monitoring
  • Cooperative Learning
  • Graphic and Semantic Organizers
  • Question Answering
  • Question Generation
  • Story Structure/Text Organization
  • Summarization

3
Fab Five Reading Competencies
  • Phonemic Awareness
  • Phonics
  • Fluency
  • Vocabulary
  • Comprehension

4
Comprehension Monitoring
  • Set Goals (Why am I reading this?)
  • Access vocabulary (What words do I need to know
    to understand this?)
  • Access schema (What do I already know, think,
    feel about this?)
  • Self-Check Fluency and Understanding (Do I get
    this?)
  • Choose appropriate strategies (If I dont get it,
    how can I fix it?)
  • Focus Activities (Have you seen my mind?)

5
Goal-Setting
  • Why am I reading?
  • What do I want to improve about my reading?
  • How will I know Im getting closer to my goal?

6
Before Reading Understand Information Text
Structure
  • Is this descriptive?
  • Is this cause-effect?
  • Is this sequential?
  • Is this enumerative?
  • Is this problem/solution?

7
Before Reading Understand Story Structure
  • Plot
  • Setting
  • Character development
  • Tone
  • Theme
  • Point-of-view
  • Symbolism

8
Before ReadingAccess/Build Schema
  • KWLH
  • What do you KNOW?
  • What do you WANT to find out?
  • What did you LEARN?
  • HOW can I learn more?

9
Before ReadingAccess/Build Schema
  • What is the structure of this?
  • Is it like a menu?
  • Is it like a map?
  • Is it like a ladder?

10
Before ReadingAccess/Build Schema
  • Anticipation Guides Evaluate statements about
    the subject matter
  • Graphic Organizers that follow the text structure

11
Before ReadingAccess/Build Schema
  • Connect text to culture of the readers
  • Pre-Test knowledge

12
During Reading
  • Monitor Comprehension
  • Model Thinking
  • Choose appropriate strategies

13
During ReadingUse Graphic Organizers
  • WEB- descriptive text
  • LIST- enumerative text
  • LADDER- sequential text
  • FLOW CHART- cause-effect
  • ATTRIBUTE MAP- compare-contrast
  • TWO-COLUMN- problem-solution

14
During ReadingCode Your Content
  • Mark each paragraph as you read
  • C clear
  • D difficult
  • I important
  • S surprising
  • Limit number of Is

C
I
15
During ReadingQuestion the Author
  • Learn about the author
  • Be aware of the authors challenges in writing
    for this class to read
  • Segmenting TextStop at difficult passages
  • Student to Student discussion

16
Question the Author Queries not Questions
  • What is the author trying to say here?
  • What is the authors message?
  • Did the author express this clearly?
  • Does this make sense with what the author told us
    before?
  • Does the author tell us why?
  • Why do you think the author tells us this now?

17
During ReadingManipulate Your Schema
  • How would this be different if
  • another character told it?
  • it happened in a different place?
  • It happened in a different time?
  • It happened to me?

18
During ReadingGuided Mental Imaging
  • Listen to the passage
  • Focus on the pictures in your mind
  • Recall the picture-recall the passage

19
During ReadingReciprocal Teaching
  • Each reader prepares to read and teach a section
    of the text
  • Readers run the discussion

20
During ReadingPaired Reading
  • Ill read it to you
  • Youll read it to me

21
Transactional Strategy InstructionPick the best
strategy for your learning stylePick the best
strategy for the text.
22
During ReadingRead a Book In An Hour
  • Read part of a book
  • Generate questions about what came before your
    part
  • Predict what may happen after your part
  • Present and share sequentially

23
During ReadingModel Thinking Process
  • Think out loud as you read out loud
  • Say strategy steps
  • Make the process, not the procedure, TRANSPARENT

24
During ReadingWhats Important? Whats Not
Important?
  • Get the Gist with main ideas
  • Boil it down to a One Sentence Summary
  • Turn a page of notes into a card of notes into a
    sticky-note

25
During ReadingQARQuestion/Answer Relationship
  • Four types of questions
  • Right there
  • Think and Search
  • Author and You
  • On My Own

26
During ReadingGuided Practice
  • Pose a question
  • Answer question
  • Find Evidence
  • Give Reasoning
  • All teacher--tostudent teacher--to--All student

27
After ReadingQuick WritesWhat did I get from
that piece of text?
28
After ReadingSummarizeGet the GistOne Sentence
SummaryThink-Pair-Share
29
After ReadingResponse Journal
  • Respond to specific questions
  • Respond to words, quotes, pictures
  • Get personal with the text

30
After ReadingThink/Pair/Share
  • Think about the text
  • Discuss the text with a partner
  • Share what you discussed with the class

31
After ReadingOne-Sentence Summary
  • Work with a partner or group to generate a
    one-sentence summary

32
After ReadingYou Write the Questions
  • Readers generate discussion questions which
    become test questions

33
After ReadingSocratic Seminar
  • Student-led discussion about the concepts in the
    text
  • Respectful presentation of different
    interpretations and ideas about the text
  • Leads to knowing what you need to know

34
Thought Walls
  • Identify thematic concepts
  • Illustrate the ideas
  • Put them out in plain sight
  • Relate them to new text

35
Develop FluencyWhat is Prosody?
  • Read it accurately
  • Read it smoothly
  • Read it with meaning
  • Read it with feeling
  • Use timed readings
  • Graph progress

36
Develop FluencyTimed Readings
  • Graph your words per minute
  • Monitor comprehension

37
Develop FluencyDEAR/ USSR
  • Take time to read
  • The more you read, the better you read.
  • Read what YOU want to read

38
Go to the Book Store
  • Explore the shelves
  • Look at all the magazines
  • Find something new

39
Go to the Library
  • Walk around
  • Find something new
  • Sit and stay awhile

40
Develop FluencyPartner Repeated Readings
  • Silent warm-up
  • Timed Reading by Partner 1 partner 2 marks
    errors and counts words read
  • Partners switch jobs
  • Each reader graphs errors and word counts per
    minute

41
Readers Theater
  • Practice reading until fluency is flawless
  • Practice the reading to present to an audience
  • Choose passages with lots of sound going on

42
Develop VocabularyWord WallsKeep the words in
plain sight!
Cat Dog Mouse Cheese Trap
43
Develop VocabularyBe a Word WizardFind the word
outside of class.Use the word outside of class.
44
Develop VocabularyKeyword Method
  • Find a word within the word to hook onto
  • Draw a picture of the key
  • Make the image unusual
  • Make your sentence match the picture

45
Develop VocabularySemantic Feature Analysis
  • Create a grid to mark attributes of a group of
    words
  • Mark attributes that add to the description of
    each word
  • Find examples and non-examples






46
Develop VocabularyConcept-of-Definition Map
  • Fit a word into its concept category What is
    it?
  • Describe its attributes What is it like?
  • Give some examples What are some examples of
    this?
  • Works with concept words like democracy

47
Word Families
  • Introduce words in context
  • Identify key root, prefix, or suffix in word
  • Build a collection of words in that family
  • Altitude - height
  • Altimeter instrument to measure height
  • Exalt raise up high, praise

48
Develop VocabularyK.I.M. Blocks
Word List Key idea Information Memory clue
CAT Furry pet Whiskers,tail, meows, drinks milk, eats mice Garfield
DOG Furry pet Barks, chases cats, chews shoes, eats bones, Odie
49
Develop VocabularyPAVE Procedure
  • Use context to predict word meaning
  • Write the sentence in which the word appears
  • Verify the definition with an expert source
  • Reevaluate the meaning and write an original
    sentence. Draw a visual representation of the
    word.

50
Develop VocabularyPossible Sentences
  • Define words that will be in the reading
  • Pair up related words
  • Write a sentence you predict might use each pair
    in the text
  • Discuss how possible you think it is that the
    sentence will be there
  • Read to test your prediction
  • Revise the sentences.

51
Cooperative Learning
  • Can be applied to many activities
  • Requires clear group goals and individual
    accountability
  • Facilitates helping without giving the answer
  • Develops respect and social skills for working
    with others

52
Individual Accountability
  • An essential outcome of cooperative learning
  • Insures that each member of the group owns the
    same information
  • Allows for differentiated instruction

53
Assessment
  • Pre-Test
  • Fluency Checks
  • Standardized Test Data
  • Performance Tasks
  • Products
  • Post-Tests

54
Differentiated Instruction
  • 3x3x3DI

55
FRAMECAB
  • F Flexibility
  • R Respected Work
  • A Attention to Student Differences
  • M Modification of process, product, content
  • E Essential skills are the same for all
  • C Cooperative Learning
  • A Assessment Ongoing driver of instruction
  • BBelonging what every students needs to feel

56
JIGSAW
  • Divide material to be learned
  • Each person read /learn/teach his part to the
    group
  • Persons from each group with like material,
    re-form as new group
  • Expert groups present to class
  • Whole class is assessed on all parts

57
Scaffold the Learning
  • Design several levels of reading and research
  • Put all of the pieces together in one
    presentation
  • Allow opportunities for differentiated assessment

58
How Are You Smart?
  • Understand the theory of Multiple Intelligence
  • Evaluate your strengths and develop them
  • Evaluate your growth needs and develop them

59
Learning Styles
  • Know your Learning Style
  • Evaluate your strengths and develop them
  • Evaluate you growth needs and develop them
  • Use strategies to study that make the most of
    your style

60
Helpful sites
  • http//www.literacymatters.org/index.htm
  • http//fcit.usf.edu/fcat8r/home/site-map.html
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