Summer reading strategies
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    Summer reading strategies Summer reading strategies Presentation Transcript

    • Readers’ Workshop andSummer Reading Strategies PRESENTED BY STEFANIE RYDER, JUSTINE LANG, AMY THIBAULT, CELESTE LYNCH, MICHAEL DILTZ AND DAVID PRYOR
    • Learning Targets  Overview of reading instruction in kindergarten through fifth grade.  Strategies for supporting reading development at home after school and during the summer.
    • What strategies do you use to read and understand?
    • Reading StructuresSurface Structure Deep Structure Reading Fluently  Comprehending Text Identifying and  Probing Ideas and Pronouncing Words Extending Meaning Strategies for Solving  Reading Deeply Word Problems
    • Surface StructureSystems Strategies Letter/Sound  Using context Knowledge  Letter/word recognition Decoding  Noticing prefixes, suffixes, compound Visual Word words Recognition  Rereading, reading Memory for Word ahead, deep reading, skimming Meaning  Chunking, point & slide, Word, Sentence and looking for known words Text Structures inside words
    • Deep StructureSystems Strategies Word Meanings &  Monitor for Meaning Associations  Determine Importance Meaning at Whole Text  Create Mental Images Level  Synthesizing Prior Knowledge  Connecting New to Social Construction of Known Meaning  Questioning  Inferring Reading for a Purpose
    • As Readers Grow… In K-2 Classrooms, 50% Surface Structure Systems and 50% on Deep Structure Systems In 3-6 Classrooms, 20% Surface Structure Systems and 80% on Deep Structure Systems
    • Redundancy Model of Reading Processes
    • Reader’s Workshop Purpose Supportive environment Authentic reading experiences Differentiate for strengths and needs of each individual Provide extended amount of time every day for reading interesting texts Inspire opportunities to think and talk about literature. Develop competent, life-long, passionate readers. Learn and practice productive reading strategies.
    • Reader’s Workshop Components Mini-lessons Read-alouds Shared Reading Guided Reading Sustained Reading Individual/Small Group Conferences Literature Groups Inquiry Writing Reflection
    • Interconnected
    • Gradual Release of Responsibility
    • Reading in Kindergarten & First Grade Here are a few things you can do to help your child develop as a reader: Introduce your child to a variety of literature. Read aloud to your child everyday to model fluency and expression. Talk about your thinking while reading. Make connections to the text. Discuss new and interesting vocabulary words as they come up in the story.
    • Questions for Younger Readers Here are some good questions to ask when a story is complete: Who were the characters in the story? The main character? What was the setting of the story? What was the problem in the story? The solution? Why did the author write the story?
    • Reading Instruction in Grades 2/3 Workshop model= mini-lesson then time to practice Individual conferences and goal setting Interactive read alouds to provide modeling of fluency Explicit instruction in reading strategies and skills through think alouds/CAFÉ menu Book clubs - conversations about text Reading instruction integrated throughout all content area instruction Responses to reading Buddy reading Read to Us Week- reading in lives of adults
    • Top 3 Focus Areas in Grade 2/3 Reading Instruction Knowing yourself as a reader Becoming an active and engaged reader Becoming a voracious reader
    • CAFÉ Menu  Comprehension  Accuracy  Fluency  Expand vocabulary  Menu of strategies that good readers use  Makes skills/strategies explicit  Declares goals publicly
    • #1 Knowing Yourself as a Reader Ability to identify and locate Just Right reading books- 98-99% accuracy rate Match your reading purpose with the author’s purpose Match your reading pace with your purpose Familiarize yourself with authors, books and genres you enjoy Become metacognitive about reading- aware of the thinking you do before, during and after reading
    • #2 Becoming an Active & Engaged Reader Monitoring comprehension and accuracy Employing fix-up strategies Reacting/responding to text beyond predictions, questions and surface connections- show deep understanding Reading fluently to show comprehension Expanding vocabulary by noticing & using good words from text
    • #3 Becoming a Voracious Reader Reading every day Building reading stamina-ability to read for sustained period of time and also stamina to complete books Entering the “reading zone” Reading a variety of genres and authors- understanding different text structures Engaging in conversations about reading
    • Reading In 4th/5th Grade Conferences and Goal Setting- What is my current reading level? What am I working on as a reader? Reading workshop- Setting a purpose, post its/notes, sharing. Building stamina- Getting lost in books. Book clubs- Conversations and written responses to text.  Forming opinions/questions/reactions  Noticing author’s craft  Using evidence from the text Teacher and student read alouds- Using expression and improving fluency.
    • Begin With a Good Book Reader’s choice – Motivation is key. Change is good. 3 word rule- Independent reading should be easy and enjoyable. Non-fiction text should be even easier.  Ask them to read a page or two aloud.  Reading should sound fluid- much like talking. High motivation/High reading level books as read alouds or audiobooks.
    • Check InAsk your child what is happening in their story. Is the pictureclear or fuzzy?Rereading is huge.Reread to get back on track.Reread for to improve fluency and comprehension.Reread to check facts.Reread for enjoyment.Working with unfamiliar words.What clues are given in the text? What word would also makesense?That’s what the internet’s for.
    • Reading Wide AwakeGood books make our heart race. Reading wide awakeor on autopilot?Ask your child to choose a favorite excerpt to readaloud.Reader sets the scene for the listener.Reader uses character’s voice and body language.
    • Making Connections- FictionReaders bring experience and background knowledgeto the page.We fill in details not explicitly stated.We form questions and opinions.Talk about a character as if they were real.Use precise language to describe them.What advice would you give them?What do you think they’ll do?
    • Making Connections – Non- FictionReaders bring experience and background knowledgeto the page.We fill in details not explicitly stated.We form questions and opinions.Ask your child to paraphrase what they’ve read.Get a discussion going.What questions do they have?What reactions/opinions develop?Does new information change their thinking?
    • Developing TheoriesWe read characters like we read people in real life.Words, actions, and objects in text are clues thatdevelop into theories. What does this character really want/need? What events/issues come up again and again? How did the character change over time? Does new information support your theory or modify it?
    • Breaking OutReaders tend to fall into comfort zones when thinkingabout books.PredictingAsking questionsThinking about the main characterComparing books to his/her life or another bookNoticing the author’s craftEncourage your child to break out of their pattern andexercise their brain.