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Teaching Students How to

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Chapters, Amazon. Bilingual books www.mantralingual.com. USED books: ... Reading Power is not grounded in any book or tub of books. ... – PowerPoint PPT presentation

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Title: Teaching Students How to


1
I.R.A. Atlanta, 2008
Reading Power
  • Teaching Students How to
  • Think While They Read

Adrienne Gear Vancouver School Board Vancouver,
Canada
2
  • The mind, once stretched by a new idea, never
    returns to its original dimensions.
  • -
    Ralph Waldo Emerson

3
Recommended Professional Resources for
Comprehension Instruction
  • Harvey, Stephanie Goudvis, Anne. Strategies
    That Work. Stenhouse, 2000
  • Harvey, Stephanie Goudvis, Anne. Strategies
    That Work, 2nd edition. Stenhouse, 2007
  • Miller, Debbie. Reading With Meaning Teaching
    Comprehension in the Primary Grades. Stenhouse,
    2003.
  • Kelley, Michelle J. Clausen-Grace, Nicki.
    Comprehension Shouldnt Be Silent. International
    Reading Association, 2007.
  • Gear, Adrienne. Reading Power Teaching Students
    How To Think While They Read. Pembroke, 2006.

4
Reading
  • Comprehension
  • Thinking
  • Understanding
  • Constructing meaning
  • Meta-cognition(awareness of thinking)
  • Decoding
  • Letters, sounds
  • Phonological awareness
  • Spelling, vocabulary
  • Fluency

5
connect question visualize
infer transform
  • One of readings biggest myths is that we learn
    to read in the primary grades, then suddenly
    read to learn in the intermediate grades.
    Reading is not so simple a process. We develop
    strategies to improve reading proficiency well
    into adulthood.
    - Stephanie Harvey

6
Three Stages of the Reading Process
  • Pre-Reading Strategies
  • To help students focus on the text prior to
    reading
  • During Reading Strategies
  • Reading Power
  • Teaching students what to do in their heads WHILE
    they are in the process of reading.
  • Post Reading Strategies
  • To enhance students reading help them respond
    in a meaningful way

7
  • Comprehension occurs during the act
  • of reading.
  • - David Pearson

8
Thinking Strategies Used by Proficient
Readers(Based on the research of P. David
Pearson)
  • A proficient reader is able to
  • Make Connections
  • Ask Questions.
  • Visualize.
  • Draw inferences.
  • Determine Importance.
  • Analyze and Synthesize.
  • Monitor Comprehension.

9
  • A good reader is metacognitive. He or she is
    aware of and is able to use and articulate these
    strategies in order to interact with the text and
    enhance meaning.

10
  • Developing a common language of thinking in your
    school is the most significant factor in the
    successful implementation of comprehension
    instruction and the development of
    meta-cognition.

11
Moving Away From Text and into Thinking
Literal Interactive
Interpretive
Connect Question Visualize Infer
Transform Synthesize Critical Thinking
Text
Reader as Thinker
12
  • The brain, at work reading, is actively
    constructing meaning by engaging in these five
    Reading Powers
  • Connect
  • Question
  • Visualize
  • Infer
  • Transform

13

Three Components of Reading Power
  • Reading Power Poster
  • 2. Reading Power Books
  • 3. Method of Instruction

14
  • The good news is that comprehension has become a
    long overdue reading focus. The bad news is that
    comprehension strategies and exercises in
    isolation often dominate comprehension
    instruction. Students are spending massive
    amounts of time learning and practicing these
    strategies, often without knowing how to apply
    them or not understand how they fit into the big
    picture of reading.

  • - Regie Routman (2003, p.119)

15
Book Collections
  • Students will make CONNECTIONS more successfully
    when reading books about
  • Family
  • Friendships
  • Siblings
  • Feelings
  • School
  • Favorite toys

16
Book Collections
  • Students will ask QUESTIONS more readily when
    reading books that are about
  • Realistic issues that promote questions such as
    homelessness, war, prejudice
  • Fantasy stories which leave things open-ended
  • Mysteries of the world

17
Book Collections
  • Readers will VISUALIZE more successfully when
    reading books about
  • Weather
  • Seasons
  • Specific places, i.e. the beach, the forest
  • Poetry
  • Descriptive language

18
Book Collections
  • Readers will learn to INFER more successfully
    when reading
  • Wordless picture books
  • Books with very little text
  • Books by authors who craft their stories
    carefully Chris Van Alsburg, Anthony Browne,
    David Weisner

19
Book Collections
  • Readers will learn to TRANSFORM their thinking
    more successfully when reading books that
  • encourage readers to view themselves, others or
    the world around them in a slightly different way
  • include a moral or ethical issue or message
  • are tied to social responsibility issues such as
    respect, fairness, self respect, consequences of
    actions
  • you often need a Kleenex when reading!

20
  • Creating Reading Power Book Bins and
    customizing the selections to your students and
    community makes implementation more accessible
    and authentic.

21
Where to purchase books to begin your Reading
Power collections.
  • Vancouver Kidsbooks (Kits, North Van, Surrey)
  • www.kidsbooks.ca
  • United Library Services
  • burnaby_at_uls.com, www.uls.com/ReadingPower
  • Scholastic Book orders
  • Chapters, Amazon
  • Bilingual books www.mantralingual.com
  • USED books
  • www.alibris.com www.abebooks.com

22
But let us always keep in mind.
  • Reading Power is not grounded in any book or tub
    of books. It is grounded in the principles of
    thinking and meta-cognition. Using picture books
    to introduce, teach and practice each of the
    reading powers is necessary but not necessarily a
    means to an end. The end is when our students
    can use ANY of the strategies with ANY book.

  • - Adrienne Gear

23
Tool Box Analogy
A carpenter knows which tools they have and
which one will help them complete a particular
job. For example, they know to take a wrench out
when they need to tighten a bolt or a hammer when
they need to put in a nail. A good reader also
knows which tools or strategies they have and
how to use each one to help them find meaning in
a particular part of the text.
24
  • Components of comprehension instruction that
    follows a gradual release of responsibility
    approach
  • Introduce the strategy
  • Explain the concept of the strategy
  • 2. Teacher Modeling
  • Read aloud/think aloud - speaking voice/thinking
    voice
  • 3. Guided Practice
  • Reinforce the strategy through whole class
    practice,
  • guided reading groups
  • Independent Practice
  • Student practices the strategy on their own
  • Application
  • Student applies the strategy to real life reading
    experiences

25
  • Children are more likely going to understand and
    use the language of thinking if they hear their
    teachers (and parents) using it.
  • TRY
  • Im inferring youre frustrated
  • Im inferring theres a problem going on in
    here
  • Im inferring from the weather that you may need
    your warmer jacket on today.
  • After sharing time - While you were talking
    about your special object, I was making a
    connection
  • After a guided reading lesson The page where my
    thinking voice was the loudest was because it
    reminded me of

26
Intentionally integrating the language of
thinking in your classroom.
  • IS NOT replacing anything you are already doing.
  • IS adding to what you are already doing
  • IS planting the seeds of comprehension,
    metacognition and thinking

27
Oral Language Productive
Receptive - speaking
- listening -
communicating -
thinking - explaining
- meta-cognition

28
What Does an Active Listener Look Like?
  • On the outside
  • Knee-to-knee
  • Eye contact
  • Head nodding
  • Appropriate response questions
    acknowledgements connections I
    respectfully disagree
  • On the inside
  • making connections
  • visualizing
  • questioning
  • inferring
  • summarizing
  • synthesizing

29
  • The words on the page are only half the story
    the rest is what you bring to the party.
  • -
    Toni Morrison

30
How has Reading Power helped you to become a
better reader?
  • I used to think that when you read, that what
    was on the page, like what the author wrote, was
    what mattered. But now its like when I read, I
    read the words on the page but then I like add my
    own thoughts and ideas into the story. The story
    make more sense when I can find things inside my
    head that will help me understand it. Its like
    reading on the inside.

  • - grade 6 student

  • Selkirk Elem.
    Vancouver

31
  • What has been your shift in thinking about
    reading comprehension? Your transformed
    thought?
  • How might this shift in thinking become a
    shift in practice? What do you hope to add to
    your current literacy program?
  • Tell you elbow partner

32

The Power to CONNECT
No story sits by itself. Sometimes stories meet
at corners and sometimes they cover one another
completely, like stones beneath a river. -
Mitch Albom, Five People You Meet in Heaven
33
  • Components of comprehension instruction that
    follows a gradual release of responsibility
    approach
  • Introduce the strategy
  • Explain the concept of the strategy
  • 2. Teacher Modeling
  • Read aloud/think aloud - speaking voice/thinking
    voice
  • 3. Guided Practice
  • Reinforce the strategy through whole class
    practice,
  • guided reading groups
  • Independent Practice
  • Student practices the strategy on their own
  • Application
  • Student applies the strategy to real life reading
    experiences

34
Lesson 1 Explaining the Concept

Your life is a story Its just not written down
on paper. Find your chapter

35
Effective Modeling
  • Find your special connect book a book that
    you make a lot of personal connections to
  • Read-aloud/Think aloud use post it notes or
    thinking bubbles

36
Guided Practice - Group Connect
  • Select book appropriate for all students
  • Each student is given one post-it note
  • Students write their names and the letter C on
    post-it
  • Read through the book once without stopping,
    while students
  • pay attention to their thinking voice
  • Read the book a second time students come up and
    stick their post-it note on the page where their
    thinking voice was the loudest
  • Teacher participates with their own post-it note
  • Teacher models with their connection and then
    allow time for sharing connections either as a
    class or with partners

37
Allow time for students to share their thinking
aloud.
  • Effective connections include
  • Names of people and places
  • Details - Share the whole chapter, not just
    the first sentence
  • Feelings, emotions

38
Expanding Connections(The training wheel
lessons)
  • Mini Lessons to help students expand their
    understanding of the strategy
  • Quick vs. Deep thinking Connections
  • T-S, T-T, T-W
  • Put on your BIB
  • Assessing our responses

39
Expanding Connections Lesson 1
  • Quick Connections
  • I have a dog!
  • My Grandma wears glasses, too!
  • That looks just like my Dads new jacket!
  • Deep Thinking
  • Connections
  • This reminds me of the feeling I had when I had
    a fight with my friend. I felt very lonely and
    sad.
  • This reminds me of the time when had to sing a
    song in front of the whole school. I felt very
    nervous and also embarrassed.

40
Expanding Connections Lesson 2
  • T-S Text to Self
  • This part of the book
    reminds me of myself
  • T-T Text-to-Text
  • This part of
    the book reminds me of
    another book
  • T-W Text-to-World
  • This part of
    the book reminds me of
  • connections
    that may also affect
  • others in
    the world

41
Expanding Connections Lesson 3
  • Put on your B.I.B.
  • Bring It Back to the story
  • How has my connection (question,
    inference) helped me to understand the story
    better?

B.I.B.
42
Expanding Connections Lesson 4
  • Let them in on the secret!
  • Allowing students to reflect and evaluate their
    own responses
  • Provide samples of fully meeting answers

43
Meeting? Fully meeting? Minimally?
  • I dont have a brother but my sister gets a
    little wild sometimes like the kid in this book.
    It bugs me a lot.
  • That reminds me of my brother, Alex. My brother
    kind of looks like Charlie and also he can be
    annoying like Charlie sometimes. Sometimes I can
    handle it, but sometimes I get so mad and feel
    like I want to scream really big. This connection
    helps me to understand how Charlie feels when he
    thinks nobody is listening to him. I guess I
    should try to listen to Alex better.
  • My connection is to Charlie. My younger brother
    sometimes gets really out of control, like
    Charlie. Thats when my mum says hes beyond
    the beyond.
  • He reminds me of my brother. My brother has
    messy hair, too.
  • I dont have any connections to that book.

44
connect question visualize
infer transform

Comprehension and composition strategies
interact to create understanding and build
memory Building Memory From Writing - David
Pearson and Michael Pressley
45
Independent Practice Expanding Connections in
Writing
  • Student choose their own book from the connect
    tub
  • Students read, think, and mark connections with
    post-it notes Primary 3-5 postit
    notes with code C
  • Intermediate
    5-7 post-it notes with brief notes
  • Never put your book back and leave your thinking
    behind. Students peel off post-it notes and
    stick them in their Reading Power notebooks
  • Choose one connection and expand it in writing
  • Write the whole chapter, not just the
    first sentence

46
(No Transcript)
47
Connect Song(To the tune of Brush Your Teeth)
  • When I read a story and my brain says Hey!
  • This part reminds me of the other day
  • Its called connect dah dah dah dah dah dah
  • Its called connect dah dah dah dah dah dah
  • When I read a story and my brain says Whoa!
  • This part reminds me of my friend Joe
  • Its called connect dah dah dah dah dah dah
    (repeat)
  • ..brain says cool ..reminds me of my school
  • brain says look . reminds me of of another
    book
  • brain says Wow!. Reminds of of my grandpas
    cow

48
  • If books could have more, give more, be more,
    show more, they would still need readers, who
    bring to them sound and smell and light and all
    the rest that cant be in books. The book needs
    you.
  • - Gary
    Paulson

49
  • If you are teaching and not learning,
  • You are not teaching.
  • - Frank McCourt

50
Thank you!
  • I hope that you .
  • Have experienced a shift in thinking about
    reading comprehension
  • Have something to take back to your district,
    school or classroom that you can implement this
    year
  • agear_at_vsb.bc.ca
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