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Planning Strategic Reading Lessons


and motivational activities. Possible Methods: Text walk ... Posters, bookmarks, etc. that explain the strategy. Considerations: Encourage self-evaluation ... – PowerPoint PPT presentation

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Title: Planning Strategic Reading Lessons

Planning Strategic Reading Lessons
  • Developed for
  • The LARI Project Fall, 2003
  • by
  • Karen Cochran Bonnie Hain

Session Purposes
  • To provide participants with a tool to use when
    planning the strategic reading component of
    balanced literacy.
  • To give participants an opportunity to draft a
    strategic reading lesson using the planning tool.

  • a teacher-directed instructional
  • approach that supports instructional
  • goals by providing purposefully-
  • grouped students with targeted
  • strategies that facilitate fluent
  • reading and accurate comprehension.

  • Strategic reading
  • is teacher-directed
  • uses teacher-selected texts, themes, objectives,
    and instructional formats of increasing
  • teaches text exploration through reading
  • often leads to more student-directed
    instructional approaches such as literature

Strategic Reading helps students… -develop
positive attitudes toward reading -learn
appropriate strategies to gain meaning from a
variety of texts -explore multiple genre -think
critically -access information and use it
How can we use the Lesson Planning Guide for
Strategic Reading to plan reading lessons?
  • Become familiar with its organization
  • Learn the general order of the planning steps

Format of the Lesson Planning Guide for Strategic
  • 4 columns are utilized
  • Teacher Questions to Guide Planning
  • Major Considerations for Instructional Planning
  • Student Strategies
  • Differentiation Questions and Ideas
  • Topics are listed in sequential steps although,
    in reality, planning must be somewhat spiral.

How do we begin?
  • Several decisions must be made before any reading
    activities are planned
  • What objective(s) do my students need to succeed
    with the indicator Im teaching?
  • How can I assess that the objective has been
  • What text(s) can I use to teach and assess the
  • What is the students purpose for reading?

Establish a Purpose for Reading
  • Rationale To ensure that students focus on
    important information rather than extraneous
  • Possible methods
  • develop a critical question linked to the text
  • and/or skill
  • make the purpose and assessment one
  • simply state and discuss the purpose
  • Keep in mind
  • Students MUST know and understand the
  • purpose for reading BEFORE any reading
  • activities begin.
  • - Students should frequently be reminded of
  • the purpose for reading.

Decide How Students Will Communicate Mastery
  • Rationale
  • Students learn the assessment task and scoring
    standard theyll use to communicate their
    understanding of the lesson objective(s) before
    reading .
  • Possible Methods
  • Various written responses scored with BCR
    rubric, rules, spec sheets or other scoring tools
  • Nonwritten assessments (e.g., art, music,
    speaking, acting) tied to objective
  • Considerations
  • Students must have a scoring tool and exemplars
  • Assessment is completed after direct and guided
  • practice of the skill or process linked to
    the objective.

Decide Ways to Motivate Students to Read
  • Rationale
  • Establish reason and relevancy so students will
    want to read.
  • Possible Methods
  • Speakers, Pictures, Video/Film
  • Students/Teacher share personal experiences
  • Related extension activities that can follow from
  • Keep in Mind
  • Tie motivation to reading purpose
  • If topic and/or skill isnt relevant, students
    cant and wont comprehend at the necessary level

Plan the Text Preview
  • Rationale
  • Students become familiar with text
  • features and make predictions related
  • to what they see, the reading purpose,
  • and motivational activities.
  • Possible Methods
  • Text walk (individual or group)
  • Highlight relevant text features
  • Keep in Mind
  • Which features contribute to understanding of
    objective? Reading purpose? Assessment?

Plan for Prereading
  • Rationale
  • Students acquire the background
  • knowledge necessary to understand the
  • topic and the structure of the text.
  • Possible Methods
  • Scaffolding strategies
  • KW of KWL SQ of SQ3R
  • Vocabulary and concept building strategies
  • Keep in Mind
  • Select materials that require minimum background-
    building (_at_ 1 day for a novel 5-10 min. for
    shorter works)
  • Background knowledge can be built incidentally
    during vocabulary lessons, read alouds, fluency
  • selections used for strategy
    modeling, etc.
  • -Deficits in experience with text topic
    or text
  • structure will minimize

Plan the Initial Reading
  • Rationale
  • Students read text to gain global understanding.
  • Possible Methods
  • Various graphic organizers that reflect the text
  • Purpose for Reading is kept at the forefront
  • A variety of self-monitoring strategies to check
  • Visualizing and verbalizing strategies
  • Possible Considerations
  • Should reading be completed independently, in
  • teacher directed groups (DRTA, DRA,
  • Reciprocal Teaching), in pairs, with
    tape or
  • oral reading (shared reading)?

Plan Reflection Activities
  • Rationale
  • Reflection provides an opportunity for students
    to assess their global understanding of the text.
  • Possible Methods
  • - Teacher or student-generated questions
    regarding the main ideas, events, points of the
  • - Student retellings or summaries
  • Revisit the purpose for reading and, if
    different, the overarching question to determine
    if responses are becoming clearer.
  • Considerations
  • Vary reflection questions and activities
  • according to need and learning styles.

Plan Ways to Compel Students to Reread
  • Rationale
  • Students build deeper understanding and extend
    comprehension through rereading activities.
  • Possible Methods
  • a variety of follow-up questions
  • follow-up (sometimes assessment) projects that
  • appeal to multiple learning styles
  • student-generated questions about text
  • numerous strategies that promote/require
  • Considerations
  • Rereading does not necessarily mean
  • reading every word, beginning-to-end, again.
    (As need dictates, rereading may vary in time
  • and focus from extensive to limited.)

Determine Ways to Have Students Reflect About the
Thought Processes Theyve Used
  • Rationale
  • Metacognitive reflection helps cement reading
    skills and strategies.
  • Possible Methods
  • Discussion, conferencing
  • Applying strategy(s) to new task
  • Teaching strategy(s) to others
  • Various written products questions, journals
    entries, exit slips, etc.
  • Posters, bookmarks, etc. that explain the
  • Considerations
  • Encourage self-evaluation
  • Usually keep this part of the lesson short
  • Does not always occur at the conclusion of the
  • reading lesson. Can be utilized in
    almost any
  • part of the lesson.

Voilá - You now have a strategic reading lesson!