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
  • I Read But I Dont Get It

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