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THE READING PROCESS

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THE READING PROCESS An Instructional Framework for Content Area Teachers Adapted from a presentation by Dr. Bonnie Hain, FCPS Curriculum Specialist for Reading ... – PowerPoint PPT presentation

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Title: THE READING PROCESS


1
THE READING PROCESS
  • An Instructional Framework
  • for
  • Content Area Teachers
  • Adapted from a presentation by Dr. Bonnie Hain,
    FCPS Curriculum Specialist for Reading, English,
    and Language Arts

2
Good readers CONSTRUCT, EXTEND, and EXAMINE
MEANING as they read
  • for information.
  • to perform a task.
  • for literary experience.

3
Constructing Meaning - Building a basic
understanding of text
  • Comparable to using a set of plans to build the
    basic frame of a house.
  • Before reading during reading
  • a broad understanding of the text.

4
Extending Meaning Elaborating understanding
  • Analogous to finishing the walls, adding trim,
    and installing the floors, etc. to the frame of
    the house.
  • Readers add details, support, and explanation to
    their understanding of text and make connections
    with other texts or real-life experiences.

5
Examining Meaning Evaluating understanding
  • Similar to the owner completing a walk through
    to determine if any corrections or minor changes
    are needed to perfect the project.
  • The reader evaluates his/her understanding of the
    text using clarifying and questioning techniques.

6
Paradigm Shift for Understanding The Reading
Process
  • Before
  • Reading

Before Reading
During Reading
During Reading
After Reading
After Reading
7

The READING PROCESS is the
blueprint from which understanding is
constructed.
  • The Sub-processes of Reading
  • Previewing
  • Prereading
  • Initial Reading
  • Reflection
  • Rereading
  • Planning Communication
  • Communicating a Response

8
Before Reading PREVIEWING
  • Physically scan the text layout
  • organization
  • text features
  • Genre
  • Compare to previously read texts

9
Before Reading PREREADING
  • Establish a purpose for reading
  • Access topic familiarity
  • Build background
  • Teach vocabulary
  • Select strategies needed
  • to construct meaning during
  • the initial reading

10
During Reading INITIAL READING
  • Implement the reading plan
  • Decoding (using cueing systems to determine
    unknown words / meanings)
  • Forming Meaning (using fix-it strategies to
    clarify understanding)
  • Formulate a global understanding
  • of the text
  • Construct the initial response for
  • after-reading tasks

11
After Reading REFLECTION
  • Compare pre-reading ideas with ideas derived from
    initial reading (global understanding).
  • Determine what else needs to be known to make
    meaning of the text.
  • Revisit the purpose for reading.

12
After Reading REREADING
  • Revisit the text to verify, clarify, and revise
    meaning.
  • Redefine the purpose for reading.
  • Answer questions/make meaning from a variety of
    stances
  • Developing interpretation
  • Making a personal response
  • (reader-to-text)
  • Taking a critical stance

13
After Reading PLANNING COMMUNICATION
  • Designing a plan to meet the expectations in the
    response
  • Topic
  • Audience
  • Purpose
  • Form

14
After Reading Communicating a Response
  • Speaking to others (literature circles, book
    talks, panel discussions, debates, and various
    other presentation forms)
  • Writing to others (journals, book reports,
    letters, essays, poems, news articles, etc.)
  • Dramatizing for others (puppet shows, plays,
    skits, songs, etc.)
  • Drawing for others (annotated illustrations,
    cartoon strips, models, etc.)

15
Checking the Response
  • Is there evidence that the reader met the
    objectives/indicators?
  • Is there evidence that the reader used the text
    to answer all parts of the questions with partial
    text support?
  • Is there evidence that the reader used the text
    to answer all parts of the questions with full
    text support?
  • Is there evidence that the reader made
    connections, extensions, and/or examinations
    using the text?
  • Within- relates the text support to the question
  • Across- synthesizes information throughout the
    text
  • Between compares information from two or more
    texts

16
FRAMEWORK FOR PLANNING/EVALUATING READING LESSONS
  • Initial reading produces global understanding?
  • Reflection opportunities planned?
  • Checks for extended/examined meaning?
  • Demonstrates success in meeting reading indicator
    in plan?
  • Includes previewing activity?
  • Reviews topic familiarity?
  • Includes authentic purpose for reading?
  • Independent reading opportunities included?

17
READING SUB-PROCESSES
Lesson Plan
  1. Previewing
  2. Prereading
  3. Initial Reading
  4. Reflection
  5. Rereading
  6. Planning Communication
  7. Communicating a Response
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