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Secondary School Reading

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Secondary School Reading How reading expectations change in the secondary grades Reading: The extraction of meaning from text Revising How We Think of Reading and ... – PowerPoint PPT presentation

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Title: Secondary School Reading


1
Secondary School Reading
  • How reading expectations change
  • in the secondary grades

2
Reading The extraction of meaning from text
  • Revising How We Think of Reading
  • and Instruction

3
This Is Your Brainon Reading!
Outdated Paradigm
not necessarily
4
This Is Your Brainon Reading!
not necessarily
  • Advantages
  • Traditional, familiar
  • High comfort level
  • for teacher

5
This Is Your Brainon Reading!
not necessarily
Result Skilled readers? Unskilled readers?
6
Active Paradigm
7
Result Skill-based and content-based durable
learning
8
Advantage Is an Investment
  • Students ability
  • to learn more than
  • I can talk-teach

9
(No Transcript)
10
Kinds of Reading in Academic Classes What? When?
Why? How?
What? When? Prior to lesson, during class, to do hw Why? Orientation to topic, resource to do a project, review How? Independently, with partner(s), with teacher Skim, Scan, Read Closely
Textbook
Handouts
Internet
Pursuit of independent interests
Other

11
The Read-O-Meter
Pre 20C Text Technical Language Polysyllabic
words Long sentences Small print Unfamiliar
subject Abstract ideas No, few, or complex
graphics
Apply Reading Strategies Adjust pace Adjust
environment
Highly Demanding
Slightly Demanding
12
Golden Oldies Volume I
SQ3R
Survey
Read
Question
Recite
Review
13
Golden Oldies Volume II
KWL
1.Summoning prior knowledge 2.Establishing a
purpose asking questions prior to
reading 3.Summarizing how the new learning
relates to existing knowledge
14
Cornell Notes (aka 3 column notes)
Learn to create meaning from text
Formulate a question that you think the text answers Write phrases that help to answer the question. Formulate sentences that answer the question.

Let time elapse.
15
Readability of Your Major Text
  • 1. Have students read the page, timing themselves
    carefully.
  • 2. Students answer the 5 questions.
  • 3. Following the timed reading and the 5
    questions, students write words from the text
    that they didnt understand.

16
Assessing Readability
Read at your pace, or slightly slower One or two
comprehension errors Fewer than five unknown
words
Read at your pace or faster No comprehension
\ errors One or two unknown words
Read significantly slower than you do More
than two comprehension errors Five or more
unknown words
17
Reading Supports/Enrichments
Enrichment recommended
Support Needed
18
Supports
  • Provide more visuals
  • Provide pre-reading expectations (overview)

19
Supports
  • Provide guiding questions

20
Supports
  • Establish a purpose for reading

21
Supports
  • Pronounce unfamiliar words

22
Academic Flash Phrases
  • Phrases that should become immediately
  • recognizable and meaningful in the subject
  • area context

23
Flash Words of the Month
ex post facto law system of checks and balances bill of attainder consent of the Congress
respective states reconsideration Senate and House of Representatives reprieves and pardons
judicial power office of president executive power senators and representatives
raising revenue regulation of commerce appropriations receipts and expenditures
24
Flash Words of the Month
infrastructure natural resources environmental impact study extgernal conditions
ecosystem fuel-efficient carbon footprint biodiversity
homeostatis ecological succession point of stability components of the biosphere
carrying capacity photosynthetic organisms biotic vs. abiotic aquatic crustaceans
25
Generic Academic Flash Words Concept Causes and
Effects
stem from be due to result from grow out of
generate yield be responsible for provoke
create favor promote generate
derive from be blamed for take credit for lead to
26
Elements of Strategic Comprehension Instruction
Building Background Knowledge (Vocab)
Scaffolding (Providing Supports)
Application of the Strategies
Supervised Practice
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