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I Read But I Dont Get It
I Read But I Dont Get It
I Read But I Dont Get It
I Read But I Dont Get It
I Read But I Dont Get It
I Read But I Dont Get It
I Read But I Dont Get It
I Read But I Dont Get It
I Read But I Dont Get It
I Read But I Dont Get It
I Read But I Dont Get It
I Read But I Dont Get It
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I Read But I Dont Get It


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  • -Ken Goodman we spoke of last class and his interactive model of reading-PEBC Public Education and Business Coalition they developed Mosaic of thought from our last class!
  • --The teacher cheating on the book report. Pick unknown book and shelf it wrong in the library!-Try to make connections read about topics they like!-Book club even good readers need to talk things through-Teachers are to busy teaching the material to teach reading and they are not trained-Lisa if she is patient the teacher usually gives her the answer or another student-Mike fairly good student but can not do tasks that require him to use the words the read to think on his own
  • Pg. 39 Fix it – Driving and Reading, Repairing Confusion : select appropriate Fix it strategy,Practice Makes Perfect
  • Knowledge is an understanding, experience has happened in your lifeConnections could be about the actions of characters not just subject. Ie Vietnam WarPg 85 good readers ask questions all the timePg 86 reasons for teaching questioning
  • Transcript

    • 1. I Read It, But I Don’t Get It“Some kids are born good readers and some kids aren’t. I’ve always been a bad reader and I always will be. It’s too late for me.”
      By: Melissa Antonelli and Jaclyn Clark
    • 2. Comprehension Strategies for Adolescent Readers
    • 3. Part 1: Setting the Stage FAKE READING
      “I faked comprehension for years. I knew it would eventually catch up with me. But I didn’t know what to do. I thought I was just born a bad reader.”
      Cris Tovani Author
      Influenced by Ken Goodman and Frank Smith
      -- Involved in PEBC
      Writter’s on Mosaic of Thought
    • 4. “What do you do if you read every page but still have no idea what the book is about”
      Fake Reading
      Establishing Expectation
      Cheating on book reports!
      Disarming the Defenses
      “Struggling readers are embarrassed”
      Form used to bring out literacy
      Realities of reading
      Teacher are busy!
      Resistive Readers (Lisa)
      Word Callers (Mike)
      Meaning from print
      8 out of 22 high school students can read the science textbook
    • 5. Part 2: In Support of Strategic ReadingPurpose for Reading Access Tools
      Reader’s Purpose Affects Everything
      Thinking aloud: making sense of the text
      Planning for think alouds
      Select a short piece of the text
      Foresee difficulties
      Read and share thinking telling students what you are doing
      Point out trigger words
      Marking Text: teach codes and have students practice
      Double Entry Journals
    • 6. Part 2: In support of Strategic Reading Continued
      • Comprehension Constructors
      • 7. Background knowledge
      • 8. Read text
      • 9. Write down questions while reading
      • 10. Write a response to text
      • 11. Find answers to questions in text
      • 12. Modeling
      • 13. Share real world reasons for reading
      • 14. Monitor your own reading
    • Strategic Reading
      Fix It!
      Tracking Confusion to its Source
      Strategies to start
      Connections: text to text, text to self, text to world
      Stop and think about reading
      Ask a question
      Write about reading
      Print Conventions
      Patterns in text structure
      Adjust reading pace
      World Monitoring: recognizing confusion
      Voices while reading: reciting text, talking to text
      Camera playing
      Catch wandering mind
      Ability to retell
      Clarify Literal Questions
      Keep track of characters
      Listening to author
      Reciting voice
      Conversation voice
      Interacting voice
      Distracting voice
      Isolate Confusion and look for confusion signals
    • 15. “Algebra? This is chemistry! What do I need algebra for?”
      Connecting the new to the known
      Importance of interrelated knowledge (academic reading overlaps)
      Differentiate between personal knowledge and experience
      Relate to readers
      Avoid boredom
      Pay attention
      Listen to others
      Read actively
      Connection repairs connection
      What Do You Wonder?
      Teach students how to ask questions about text
      Outlandish Responses: Taking the Inferences Too Far
      Not all responses to reading are correct
      Practice continually,
      Personal stamp on text
      What’s the Plan?
      One strategy doesn’t work all the time
      Strategies take time to teach
    • 16. Part 3: Access Tools
      Double Entry Diaries
      Comprehension Strategies
      Coding Sheets
    • 17.
    • 18. Opinions
      Great real life examples of how reading strategies are applied
      Strategies need to be modeled, repeated, and practiced
      These strategies are applicable to all readers
      Modeling must start with practice on the teacher’s part
      Confused readers must have ongoing help with strategies and guidance if original strategy doesn’t work
      Reading is interactive not passive
      Opinion Justified
      Page 102: Story illustrates inference with hippos and implication that one hippo is scared of a movie from his actions only
      Page 102 Practice, practice, practice
      Page 24 purpose is everything
      Page 42 Listening to author’s words
    • 19. Citation
      Tovani, C. (2000). I Read It, But I Don't Get It. Portland, Maine: Stenhouse Publishers.