Do I really have to teach reading


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Book study - introductory Powerpoint

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  • Reading is a very basic life skill - and it is very scary how many kids these days can't do it. It wouldn't be a bad idea to teach very young students how to read through their knowledge of technology. Apparently, I was figuring things out on the computer before I could read. With no offence intended, it could be a little bit like training a dog. They learn that when they do something, the human makes a certain sound, and they learn to repeat the action whenever the person makes the sound. Exposing kids to words while they are completing simple and/or familiar actions might be effective for early learning.
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Do I really have to teach reading

  1. 1. Do I Really Have to Teach Reading?<br />CrisTovani<br />
  2. 2. yes*<br />
  3. 3. Do you remember learning how to read?<br />
  4. 4. How did you learn?<br />
  5. 5. What about high school?<br />
  6. 6. What do you remember?<br />
  7. 7. Di Tri Berrese<br /> <br />Unasapponataimuas tri beerese: mamma berre, pappaberre, ebeibiberre. Live innecontrinireforesta. NAISE AUS. (No mugheggia.) Uannedeipappa, mamma, ebeibi go toodabice, oie, a furghettelocchedidoore.<br />BaiennebaicommeseGoldilocchese. Scigarranattinghetu do battemaichetroble. Scipuscieollefuddedaondimaute; no live cromme. Den scigosappesterreseenneslipse in ollebeddse.<br />LEIEI SLOBBE!<br />Beiennebaicommeseommedi tri berrese,ollesonnebronnde, enne send innescius. Dei garra no fudde; deigarra no beddse. En uradeigoine due to Goldilocchese? Troerreinnestrit? CollePuissemenne?<br />FETTE CIENZE!<br />Dei uasItalienBerrese, erne deislippeonnaflorre.<br />Goldilocchesesteiderre tri uicase; itteauteausenomme, en guistebicosedeiesheerretumeichedibeddse, scisei “Go to elle,” ennerunneommecriane to erre mamma, tellenerreuatsanificesedi tri berreseuer.<br /> <br />Uatsiuse? Uaraiugoine du – go comlienesittiolle? <br />
  8. 8. The Three Bears<br /> <br />Once upon a time was three bears: mama bear, papa bear, and baby bear. Live in the country near forest. NICE HOUSE. (No mortgage.) One day papa, mama, and baby go to the beach, only they forget to lock the door.<br />By and by comes Goldilocks. She got nothing to do but make trouble. She push all the food down the mouth; no leave crumb. The she goes upstairs and sleeps in all the beds.<br />LAZY SLOB!<br />By and by comes home the three bears, all sunbrowned, and sand in shoes. They got no food; they got no beds. What are they going to do to Goldilocks? Throw her in the street? Call a policeman?<br />FAT CHANCE! <br />They were Italian bears, and they sleep on the floor.<br />Goldilocks stay there three weeks; eating out of house and home; and just because they asked her to make the beds, she says, “Go to h---,” and run home crying to her mama, telling her what sons of b------ the three bears are.<br /> <br />What’s the use? What are you going to do – go complain city hall?<br />
  9. 9. WHAT STRATEGIES DID YOU USE TO MAKE SENSE OF THE PREVIOUS TEXT?<br />Ask questions?<br />Made connections to what you knew?<br />Used letter-sound correspondence to decode unfamiliar words?<br />Made substitutions for meaning?<br />
  10. 10. Today’s students have different literacy demands.<br />
  11. 11. They text.<br />
  12. 12. They tweet.<br />
  13. 13. They blog.<br />
  14. 14. They surf.<br />
  15. 15. They post.<br />
  16. 16. They Google.<br />
  17. 17. Ten years ago, we had never heard those terms.<br />
  18. 18. They still need to be able to read.<br />
  19. 19. Food for Thought………<br />• More than eight million students in grades 4-12 read below grade level. (National Center for Education Statistics, 2005)<br />• Among low-income eighth graders, just fifteen percent read at a proficient level. (NCES, 2005)<br />• A mere three percent of all eighth graders read at an advanced level. (NCES, 2005)<br />• High school students’ ability to read complex texts is strongly predictive of their performance in college math and science courses. (ACT, 2006)<br />• Between 1971 and 2004, the reading levels of America’s seventeen year-olds showed no improvement at all. (NCES, 2004)<br />
  20. 20. … and more food for thought<br /><ul><li> Common Core State Standards (CCSS) include </li></ul> literacy standards for science and social studies.<br /><ul><li> CCSS (and current DE standards) require</li></ul> students to read, interpret, and analyze a wide<br /> variety of non-fiction text. Students will be tested<br /> on these standards in 2011.<br /><ul><li> These standards also require higher-level thinking</li></ul> skills, such as analyze and evaluate at lower grade<br /> levels.<br />
  21. 21. ……….and more.<br />
  22. 22. How can we move our students?<br /><ul><li> So they meet AYP every year.
  23. 23. So they can critically analyze and</li></ul> evaluate text<br /><ul><li> So they have the skills and strategies</li></ul> they need to compete in a rapidly<br /> changing world<br /><ul><li> So they are thoughtful, engaged citizens</li></li></ul><li>We all teach reading.<br />One critical concept embraced by both researchers and literacy specialists is that learning to read doesn’t end in the elementary grades. Reading becomes more complex as students move into middle and high schools, and teachers need to help students understand difficult text.<br />Tovani, 2004<br />
  24. 24. But I don’t know how to teach reading…..I’m a _________ teacher.<br />(fill in the blank)<br />
  25. 25. Why do you read?<br />Turn and talk to the person next to you.<br />
  26. 26. Reading is Thinking.<br />
  27. 27. If we want students to become more thoughtful when they read, we need to teach them how to read strategically.<br />Meaning arrives because we are purposefully engaged in thinking while we read.<br />Tovani, 2004<br />
  28. 28. The Plan………..<br />A district-wide book study of Do I Really Have to Teach Reading? Content Comprehension, Grades 6-12 by CrisTovani<br />
  29. 29. Help! I feel like I’m losing my head!<br />
  30. 30. When will we have time to do this?<br />
  31. 31. How will we discuss this book?<br /><ul><li> In monthly department meetings –</li></ul> informal discussion 10-15 minutes<br /><ul><li> In staff meetings – a reading</li></ul> strategy tip or video clip<br />
  32. 32. What is expected of me?<br />Read the assigned chapter prior to each month’s department meeting.<br />Come to the meeting prepared for discussion<br />Try incorporating some strategies in your lessons <br />
  33. 33. …without messing up my hair.<br />How can I help my students read next week?<br />
  34. 34. Walk them through the textbook.<br /><ul><li> Review the table of contents
  35. 35. Explain text features that are found in every chapter, such as headings,</li></ul> subheadings, graphics, examples, guiding or summarizing questions, etc.<br /><ul><li>Note any bold or highlighted vocabulary – and where the definition to</li></ul> those words can be found<br /><ul><li>Point out a glossary, index, reference section, etc.
  36. 36. Explain any unique features the book has, such as diagrams, quotations, </li></ul> models, etc.<br />
  37. 37. So what are the features of the book we’re reading?<br />
  38. 38. Chapter Titles – Predict what we’ll be learning this year<br />Appendix – a resource for strategy templates<br />Bibliography – works cited<br />
  39. 39. Each chapter begins with a quote.<br />
  40. 40. Margin notes – contain strategies, tips, clarification, etc.<br />
  41. 41. Guiding questions for the teacher<br />Teaching points<br />
  42. 42. Samples of student work<br />
  43. 43. Graphic Organizers<br />
  44. 44. Reading + Math = Learning<br />
  45. 45. Instructional templates<br />
  46. 46. References cited in the text<br />
  47. 47. Final Thoughts…………………<br />Reading is THINKING. <br />Students need to be taught HOW to think about what they read.<br />This can be accomplished through strategy instruction and explicit modeling.<br />
  48. 48.
  49. 49. You can do it!<br />