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
    Prediction
    Stop and think about reading
    Ask a question
    Write about reading
    Visualize
    Print Conventions
    Retell
    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
    Hearing
    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
    Visualize
    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
    Inference
    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
    Opinion
    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.