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Wl interpretive reading nov 30th v6 for upload
1. • Please sign In & Make
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• Share sample text
with colleagues
2.
3. • on ACTFL standards survey team 1995
• 1 of 28 teachers filmed for Standards Training
Videos (Annenberg / WBGH)
• Iowa Foreign Language Teacher of the year
1997
• Trained teachers in
SF, Princeton, Stanford, Iowa State University
• Edited the journal Learning Languages
• Author of two books on integrating culture
and communication
• Teaching 4 IB French classes at Interlake
4. • Master’s Degree from Stanford
in East Asian Studies
• IB Trained Teacher since 1997
• ACTFL Oral Proficiency
Interview training
• Taught Chinese in Taiwan
• Teaching IB 4 classes at
Interlake
5. • Master’s Degree from Stanford
in East Asian Studies
• IB Trained Teacher since 1997
• ACTFL Oral Proficiency
Interview training
• Taught Chinese in Taiwan
• Teaching IB 4 classes at
Interlake
6. • France – licence des lettres, Maitrise F.L.E. (USHS) -
Strasbourg
• Ph.D. in French Lit, U of Cincinnati
• 17 years teaching experience
• Who: pre-school, elementary, high school, adult
immigrants, undergrads
• Where: Lycée Int. Des Pontoniers, Centre Européen de la
Jeunesse, U of C, Oberlin College, French
Immersion, Interlake
• Publication: entretien avec jean Rouaud, French review, 2001
• Member of French commitee for National Evaluation System
from Pearson
• mentor for French graduate teaching assistants
• Chair of Cincinnati conference on Romance languages ( 1997)
• Organized conferences on Literature in Seattle and Cincinnati
( 2002)
7. • on ACTFL standards survey team 1995
• 1 of 28 teachers filmed for Standards Training
Videos (Annenberg / WBGH)
• Iowa Foreign Language Teacher of the year 1997
• Trained teachers in SF, Princeton, Stanford, Iowa
State University
• Edited the journal Learning Languages
• Author of two books on integrating culture and
communication
• Teaching 4 IB French classes at Interlake
8. • Master’s Degree from Stanford
in East Asian Studies
• IB Trained Teacher since 1997
• ACTFL Oral Proficiency
Interview training
• Taught Chinese in Taiwan
• Teaching IB 4 classes at
Interlake
9.
10. • Standard 1.1: Students engage in
conversations, provide and obtain
information, express feelings and
emotions, and exchange opinions.
• Standard 1.2: Students understand and
interpret written and spoken language on
a variety of topics.
• Standard 1.3: Students present
information, concepts, and ideas to an
audience of listeners or readers on a
variety of topics.
11. • Standard 1.2: Students
understand and interpret
written and spoken language
on a variety of topics.
12. • Reading Comprehension +
Appropriate cultural
interpretation of meaning
• One way by nature
• “Read between the lines”
13. • Deepen our
understanding, practice, and
strategies for interpretive
reading.
14.
15.
16.
17.
18. • Help the Reader frame their
comprehension when they get to
the text.
• Increases comprehension
• Deepens interpretive reading
• Decreases frustration
• Allows Novice learners to access
authentic materials
19.
20.
21.
22.
23.
24.
25. • Story Telling
• Action Play
• Explain the structure of the
text (non-fiction)
26. • Ask Students to clear off
desks
• Turn lights up if you can
• Ask students to turn their
chairs
27.
28.
29.
30.
31. ? Qui
revit en
elle? Oh,
ça doit
être
Hector.
Violent –
même dans
la passion. Elle
compte
Ah, mais dans se
la mort elle suicider
sera fidèle à
dessin
Hector.
32.
33.
34.
35. • Deepen our
understanding, practice, and
strategies for interpretive
reading.
41. • Anchor our
performance
expectations.
• Inform our instruction
• Indicate areas for support
materials and investment
• Justify district fund
allocation
42. Series 1
6 6
5 5
4
3
1 year 2 years 3 years 4 years 5 years 6 years
43.
44. • Large amounts of time for
actual reading
• Teacher-directed
comprehension strategies
• Opportunities for peer and
collaborative learning
• Students talk to teacher and
each other about responses
Editor's Notes
Arrival Window / Swap ShopAdd Picture
I carefully chose deepen to respect what teachers already know about how to do this. The hope is to provide everyone with a tool to implement in their classes.
Setting the Stage for ComprehensionAlso know as Setting a purpose for Reading or Pre-ReadingKWL Chart (Know, Want to Know, and as post readinglearned)VocabularysignallingGuessat know vocabfromdefinitionIntroducing the charactersCategorizingkeywords / conceptsPredictingInfogapactivites to gain new informationAnticipation Guide
Know – Want to Know – Learned – Mari Haas
Whenthereis a lot of information to gather – say a lot of characters or geographic information. You can use aninfogap to makeit more interactive
Studentscut out pictures. Thenyou have them show the cards as youSay the wordsindividualCombine the words in sentencesDescribe the vocabularywith out actuallysaying the wordVote on prefrences
Allows kids to use the future
Use the wordcloud to predictthe story
This may not beenoughwith novice and intermediatelearners1-2-3
Choose a technique to tell the students about the textbeforetheyreadit
One studentreads a paragraphThe second studentlistensAt the end of the paragraph, the second studentasks a questionOptionnallytheycanidentify the level of the question (Costa)
SequencingComparingReading ChainCrazy storyStory MapRewrite withdifferentcharacters or setting
I carefully chose deepen to respect what teachers already know about how to do this. The hope is to provide everyone with a tool to implement in their classes.
Pair Read – Question – CollaborateColor-codingwith annotationCause and EffectDouble-entry JournalQuote – ConnectionQuote – questionsQuote – InteriordialogwithauthorMonitoring ComprehensionUse postits or journal whencomprehension breaks down to identify the problem and strategiesMaking Connections – identifying background knowlegeConnections to theirlivesConnections to othertextsConnections to Prior KnowlegeIdentifyingdistracting connectionsCoding the text (good for non-fiction) kids write a symbol and then a explanation! New or surprisingideaX I disagreewiththis? I need to know more about thisT-T text to textconnection
